RAPPORT
Volume 3 Issue 1 (2018)
Cultural
awareness
and
expression
Change and
leadership
Of ideas,
experiences and
emotions in
different media
Understanding diversity; intercultural
dialogue; cultural identity
Globally
engaged
Flexibility to change;
Openness to change; adapting to
change; stress management.
primary purpose: showcase portfolios; e-
portfolios for summative or evaluative
assessment; and learning e-portfolios.
While the e-portfolios introduced on this
course had elements of each, the focus
in this paper is on evaluation and
assessment.
Kahn (2014) sees their ability to capture
examples of students’ learning in multiple
digital media as a clear advantage of e-
portfolios over other forms of
assessment. E-portfolios offer students a
range of new possibilities for
representing their learning experiences,
but one issue, and an area for research,
is that educators lack established
methods and rubrics for assessing this
work, particularly in fields that have relied
traditionally on written media (Kahn,
2014).
The National Forum for the Enhancement
of Teaching and Learning in Higher
Education refers to three main types of
assessment, namely OF, FOR and AS
learning (National Forum, 2017).
Assessment OF learning is summative,
with students completing assessments or
exams to demonstrate their learning, and
this is graded; assessment FOR learning
is assessment is used to give feedback
aimed at improving student learning,
while assessment AS learning goes a
step further and empowers and engages
students in becoming better learners.
Both FOR and AS types of assessment
overlap and are described as formative
Interpersonal
and
intercultural
competence
Active
leadership
assessment (National Forum, 2017).
Initially, Michele’s focus in introducing the
e-portfolio format for the reflective
exercises was on assessment OF
learning.
Research Objective
The overall research objective for the
research leading to this paper was to
introduce e-portfolios as a method of
assessment on the course Creativity and
Discovery (Cycle 1 – Action and
intervention experiment) and evaluate
them as a mode of assessment using
action research reflective cycles (Cycle 1
– Research). The research question that
this paper focuses on is ‘Are e-portfolios
an appropriate method of assessment for
the module Creativity and Discovery?’
This has been broken down into the
following sub-objectives:
o Evaluate the appropriateness of e-
portfolio reflective journals in
assessment OF learning, assessment
FOR learning and assessment AS
learning;
o Compare student outcomes from the
2017-18 cohort with previous years on
the course to ascertain whether
students performed better or worse;
A further sub-objective of evaluating
supports and improvements for the same
course in 2019 is currently under review,
and while some aspects are reflected on
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