ePortfolio:

How It Started & How It Could Go

Teachers would love to be free of state testing and promote authentic learning, but very little freedom is given for new ideas. Administrators cite failed experiments to substantiate extreme curriculum control, however, I propose it is fear of unclear outcomes, negative effects to the campus, or no measurable long-term results. There is a solution that has been quietly gaining popularity. This is not the typical debate between Behaviorism and Constructivism, but a bridge between the two ideologies. My proposal is to demonstrate how the implementation of an electronic learning portfolio (hereafter referred to as ePortfolios) will facilitate collecting and displaying work, with authentic peer and teacher feedback, while creating an authentic learning community of choice and voice.

The idea of collecting learning samples to demonstrate learning, initially was discussed and utilized in the Renaissance era, specifically in schools of art. This continued in niche educational communities over the subsequent centuries. In the 1970’s Portfolio’s began gaining traction in modern education; specifically colleges and universities. The purpose of the Portfolio system was to increase aptitude in writing, thereby, ending learning regression. Gradually, the concept of Portfolios began to bridge the gap between Behaviorists and Constructivists as requirements were implemented for mastery and documentation of learning. The age of information and technology integrated the use of computerized devices in portfolios, creating the ePortfolio. This serves as a housing mechanism for collecting assignments and demonstrating growth in a content, grade level, and or school. Recently, the state of Florida made significant adjustments in the monitoring of student progress from standardized testing to their own brand of learning portfolios. ePortfolios have become more attractive to the education community as they lend themselves to self directed content investigation and skill building.

Self-Directed Content Investigation allows students to discover content that interests them. Through an instructor-led assignment, a scholar can demonstrate mastery of a subject by investigation, preparation and drawing of their own conclusions. The content skills obtained also allow for other marketable skills. For example, ePortfolios often involve using a website and platforms such Wix, Squarespace, or Wordpress, thereby, organically teaching web design to the student. Creating modern presentations involves production of graphics and videos. Giving students a choice over what or how they produce a project leads them to explore their options, resulting in student and teacher satisfaction. Students will communicate content mastery, but how this occurs is for your class and teaching team to discuss.

My education of ePortfolio began with my masters program in Applied Digital Learning. While skeptical of breaking with traditional testing models, but frustrated with the ineffective testing model, I now had the tools, training, and a project-based campus in which to try this as a project. Choosing their presentation method, scholars were to develop an ePortfolio over a Historical topic. To give students as much freedom as possible, I used (C.O.V.A.) Choice, Ownership, Voice, and Authenticity framework. This project exhibited that ePortfolios did work. Students that were engaged in the process achieving mastery, developed high quality websites, documentaries, stories, and could state the long-term impact of their topic. However, those that did not achieve mastery uniquely responded that they could not achieve mastery because “I did not tell them what to do”, was not structured or unnecessary. Though follow-up, scholars giving negative feedback ultimately shared that they are accustomed to an exact list of requirements, doing minimum requirements, and receiving a mediocre grade. Project feedback showed approximately 40% of the class responded in this manner. This revealed the extent of the educational problem. American schools have successfully taught students to do the bare minimum. Even those that achieved mastery felt more specifications were necessary. Equally non-productive in our schools is the swinging between pedagogical extremes; which depends on the state’s report card.

Until the Federal government and States do away with mandatory testing, schools will have to maintain practices that encourage test readiness. The key to moving forward with ePortfolios is institutional change. Conversely, making room for authentic learning will both boost scores and leave scholars with skills. Teachers must effectively collaborate across teams and grade levels; aligning in standards, expectations, and outcomes.

References

ePortfolios. Albany HS Career and Technical Education. (n.d.). Retrieved June 30, 2022, from https://ahscte.weebly.com/eportfolios.html

EPortfolio & Digital badging. Bay Path University. (n.d.). Retrieved June 30, 2022, from https://www.baypath.edu/academics/undergraduate-programs/eportfolio-digital-badging/

Farrell, O., 2020. From Portafoglio to Eportfolio: The Evolution of Portfolio in Higher Education. Journal of Interactive Media in Education, 2020(1), p.19. DOI: http://doi.org/10.5334/jime.574

Jacobs, H. H. (2010). Curriculum 21: Essential Education for a Changing World. Association for Supervision and Curriculum Development.