Preparation
Implementing ePortfolio Assignments
Students must go through ePortfolio processes as well. You can help students by clearly defining what you want them to do for each ePortfolio assignment. Clear instructions that define your expectations go a long way. Give a clear overview of the ingredients that are required in the portfolio and a timeline for completion.
- How long should the reflective statements be and what should they cover?
- What types of artifacts are acceptable to show specific skills or to meet certain standards?
- When is each portion of the ePortfolio assignment due?
Students sometimes wait until the last minute to complete an ePortfolio assignment, making the artifact less valuable as a way to assess their learning or to bridge to career. Consider breaking ePortfolio assignments into parts that are completed throughout the semester. For example, if the students have never seen the ePortfolio tool, schedule a date early in the semester for a presentation or workshop by staff or faculty who support ePortfolio efforts on campus. Consider assigning students to provide peer review feedback a month before the actual final ePortfolio assignment is due, so the students will have time to address missing components or weak sections.
A note about access to technology:
When you create ePortfolio assignments, be sure to consider what technology students will need to complete them. If you want students to create a video, are there cameras for students to check out? Are there video editing stations for students to reserve? If you want students to create an artifact using specialized software (e.g., a statistics application like SPSS, a graphic editing application like Adobe Photoshop or Illustrator), do any campus or college computer labs have that software available for students to use?
