Rhodes, Terrel L. (2011). Making Learning Visible and Meaningful Through Electronic Portfolios. Change 43 (1), 6-13.
I highly recommend this article especially for those interested in institutional assessment. The author shares great points and excellent examples.
Prior to the development of electronic portfolios, art and design students were already building collections of work to display their skills and accomplishments. Now that technology has made this process easier, it has spread to other fields. (The author points out teacher education as the most prominent and anyone following my annotated bibliography shouldn’t be surprised by that.)
An interesting statistic in this article states that forty percent of college campuses report using student e-portfolios. That number includes all campuses from public and private to research, liberal arts, and community colleges. Perhaps more relevant to my research, the author references a 2008 survey conducted by Peter S. Hart Research Associates. The survey asked employers what evidence of student learning they would like to see when hiring college graduates. Thirty-five percent wanted to see student work in e-portfolios.
An e-portfolio has the ability to demonstrate what is learned both inside and outside the classroom and the development of the e-portfolio requires reflection, which in itself is a learning process. The most successful examples of institutions using e-portfolio consider the students to be the owners. The students are then able to decide how to use their e-portfolios beyond a course or program. When employers want to see examples of students applying their knowledge and addressing problems, an e-portfolio can provide multi-dimensional evidence that integrates life and academic experience.
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