Universidad de Magallanes

Facultad de Educación y Cs Sociales

Depto. de Educación y Humanidades

Cultura de los Pueblos de Habla Inglesa

Prof. Patricia Díaz A.

The electronic Portfolio (e-portfolio) as an assessing tool

www.learningfront.com
 The digital portfolio assessment is one such approach that could build a learning
partnership. David Niguidula (2010) coined the term digital student portfolios, defined as
"a multimedia collection of student work that provides evidence of a student's skills and
knowledge" (p. 154). Digital student portfolios are to be dynamic with digital collections of
information from many sources, in many forms, and with many purposes that better
represent a student's understanding and learning experiences.

There are three different types of portfolios:

 Performance portfolios, which are collections of a student's best work, with the student
taking the lead in the selection of the work and providing an explanation as to why they
should be included.
 Process portfolios, which contain several versions of a selected work. Such a portfolio
might hold early drafts of a paper or poem to show how the piece developed over time.
 Progress portfolio, which holds collections of work, intended to illustrate the students’
development over time.

Rules:
 All texts and images must be original and done by you.
 Cover page and a table of contents must be included.
 Copyright-friendly images must be used and their source named.
 Reflections must be included to show acquisition of learning.
 Product should be submitted according to the dates given.
RUBRIC TO ASSESS E-PORTFOLIO
 Rubrics are tools for:
 communicating specific expectations and grading criteria based on examples;
 measuring or quantifying a stated objective or standard (e.g., performance, behavior,
skill, or quality);
 assigning levels or using a range to score performance;
 describing the degree or amount to which a standard has been met based on
ascending levels.

E-PORTFOLIO RUBRIC
CRITERIA INITIAL EMERGING DEVELOPED HIGHLY- RATING
(1pt) (2pt) (3pt) DEVELOPED
(4pt)
The Some Most of the All the
information information information and information,
Choice of provided and and tasks are tasks collected tasks and data
material tasks compiled related to the support the gathered aim
do not relate target of the purpose of the to support the
to the target portfolio as a portfolio as a purpose of the
of the learning tool. learning tool. portfolio as a
portfolio as a learning tool.
learning tool.

Development Instructions to Instructions The

of the do the task have been requirements
assignment have not been followed; there to do the tasks
provides followed; is a clear and have been
insufficient problems in detailed understood.
details to determining description of Student views
understand how the task the task. the portfolio
Development
what the task must be done Supportive as a helper to
of tasks
is about. The in the evidence has develop self-
outcome of it portfolio. Few been included. assessment
cannot be captions can Most of the skills. Two-
identified or be evidenced. tasks are three captions
seen in the e- accompanied by have been
portfolio. a caption which observed in
There is clearly explains each task.
absence of the importance
captions of the
 text/informatio
n.

The reflections A few Most of the All reflections

do not show reflections reflections show show the
the ability to show the the ability to ability to
introspect ability to effectively do effectively
effectively on introspect introspection on introspect on
the critique of effectively on critique and critique and
readings critique and provide provide
checked to provide suggestions to suggestions
construct a suggestions support a for a
Reflections proper for a constructive constructive
rationale. constructive rationale. rationale.
rationale. Informational
competencies
can be
evidenced as
well as
accomplishme
nt for
continued
learning.

Text Elements, The e-portfolio The e-portfolio The e-portfolio The e-portfolio
Layout, and shows is often is generally easy is easy to read.
Color inappropriate difficult to to read. Fonts Fonts and type
use of fonts, read due to and type size size vary
type size for inappropriate vary appropriately
headings, sub- use of fonts appropriately for headings,
headings and and type size for headings, sub-headings
text and font for headings, sub-headings and text.
styles (italic, sub-headings, and text.
bold, text or long
underline). paragraphs.
 It can be It can be seen I t can be It can be
observed that that there are evidenced that established
there are four or more there are a few that there are
more than six errors in errors in no errors in
Writing errors in grammar, grammar, grammar,
conventions grammar, capitalization, capitalization, capitalization,
capitalization, punctuation, punctuation, punctuation,
punctuation, and spelling, and spelling. and spelling.
and spelling, requiring These require
requiring careful editing minor editing
careful editing and revision. and revision.
and revision.

The links are The links are The links The links in
confusing, and somewhat generally the e-portfolio
it is difficult to confusing, and function well, are clearly
locate the it is often but it is not organized and
information unclear to always clear allow the
inserted in the locate the how to locate reader to
e-portfolio. information on the information easily locate
Problems can related pages. to related the
be evidenced Some of the pages. Most of information.
at connecting. pages and/or the pages All pages
Referencing Many of the external links and/or external and/or
pages and/or do not links connect to external links
links do not connect to the the appropriate connect to the
connect to the appropriate website. appropriate.
appropriate website.
website.

TOTAL