Table of Contents

ePortfolios in Post-Secondary Education: An Alternate Approach to Assessment


Electronic portfolios (e-Portfolios) consist of set of digital objects capable of expressing ideas, information, arguments and documentation in graphic, text, audio and video formats, These can be tagged, searched, archived, syndicated and displayed in multiple formats. E-portfolios create the opportunity for peer, instructor or general public feedback and commentary and can be an effective tool for reflection on practice. Abrami and Barrett (2005) argue that e-Portfolios may even scaffold attempts at knowledge construction.

While an extensive body of research exists on the uses of e-portfolios (e.g., Abrami & Barrett, 2005; Abrami et al. 2008; Ayala, 2006; Brandes, 2008; Crichten & Kopp, 2008; Foti & Ring, 2008), the use of this technology in adult education and, especially, graduate-level education, has received comparably little attention (Butler, 2006). Moreover, the use of an e-portfolio for the final assessment activity of an online graduate program is a unique application of this technology.

This paper will discuss and illustrate how digital media can and have been used in the context of both a Masters in Education and professional development contexts to promote experiential learning, critical reflection (Pitts & Rugirello, 2012), transition from learning to practice (Cross, 2012), community cohesion (Ehiyazaryan_White, 2012) and lifelong learning in distance and open education (Batson, 2011). The mixed method on-going longitudinal study presented here reports on the usage of and reactions to the introduction of an e-portfolio as the culminating assessment activity in a Masters in Education program from 2008-2013. Results of a survey of student reactions, perceptions and recommendations will be presented, supplemented by analyses of student documents and recorded student discussions as well as interviews with faculty members.

The paper will conclude with guidelines and recommendations emerging from the study to date and a discussion of sometimes conflicting expectations and purposes of e-portfolios, assessment of e-portfolios, and the extension of e-portfolios into professional development in contexts outside of the university.

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The times they are a-changing: A New Model for Senior Secondary Assessment


When considering implementing educational change there are three important questions that must be addressed, regardless of what the proposed change may be. First, we must reflect on why change is needed and have a clear understanding of the issue. Then we must investigate the most appropriate innovation for addressing the identified problem and finally we must consider the actual process of change itself. The purpose of this paper is to examine each of these questions through the lens of system-wide assessment reform; exploring how a more future-focused rendition of an ePortfolio can provide an innovative answer to the challenges facing current assessment practice in senior secondary compulsory education.

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For the Love of Rubrics

Using Blackboard Learn 9.1 to Guide and Grade in Higher Education


Rubrics are invaluable tools which can ensure quality assessment and evaluation of student achievement. This article provides a brief overview of the use of rubrics in higher education; explores the use of rubrics as both instructional and assessment instruments; discusses benefits for instructors and students; and acknowledges some limitations of rubrics. Overall recommendations for using rubrics as and for learning are presented, along with tips for using the electronic rubrics tool in Blackboard Learn 9.1.