Assessment and evaluation of an electronic portfolio

Assessment and evaluation of an electronic portfolio

Assessment a student portfolios and assessment/evaluation of a design is somewhat related, since one needs clear criteria for both.

Douglas et al. (2004) claim that webfolios "may have the most significant effect on education since the introduction of formal schooling. When fully matured and implemented by capable professional educators throughout every discipline in an educational institution, webfolios promise a viable alternative to current, high-stakes testing, which focuses education on test-taking rather than teaching and learning. The promise webfolios hold - a richer educational experience for all - will not be realized, however, unless educators embrace webfolio concepts and apply them at their highest level of maturation."

The authors consider eight physical and theoretical qualities inherent in portfolio/webfolio processes and applications to determine five levels of maturation:

• Level 1 Scrapbook
• Level 2 Curriculum Vitae
• Level 3 Curriculum Collaboration Between Student and Faculty
• Level 4 Mentoring Leading to Mastery
• Level 5 Authentic Evidence as the Authoritative Evidence for Assessment, Evaluation, and Reporting

The levels of maturation for portfolios/webfolios provide a conceptual framework for understanding webfolios and help readers position themselves in a particular level of webfolio development. The levels also provide conceptual guidance for taking the next step on the path to full implementation of webfolios in teaching and learning. (Douglas, 2004)

Herman & Winters (1994) state that we need evidence to assure the e-portfolios technical quality, fairness, effects of implementation, and feasibility.

According to Joanne Carney (2004), Zeichner and Wray (2001) identify six critical dimensions of variation:

1. Purpose(s) of the portfolio,
2. Control (who determines what goes into the portfolio and the degree to which this is specified beforehand )
3. Mode of presentation (portfolio organization and format - including the technology chosen for authoring) ,
4. Social Interaction (the nature and quality of the social interaction throughout the portfolio process)
5. Degree of Involvement by the teacher (and others),
6. Use (can range from low-stakes celebration to high-stakes assessment).