Improving student outcomes through eportfolios: the benefits of combining formative and summative assessment and feedback in an undergraduate Geography class

This presentation seeks to provide evidence of the effectiveness of an eportfolio approach on student learning, through combining formative and summative assessment practices. A cohort of undergraduate Geography students were... [ view full abstract ]

This presentation seeks to provide evidence of the effectiveness of an eportfolio approach on student learning, through combining formative and summative assessment practices. A cohort of undergraduate Geography students were introduced to an eportfolio platform based on Mahara. The lecturer redesigned the assessment strategy to incorporate the student development of eportfolio content based on lectures, which were centred on learning statements and associated activities. The student work within the eportfolio sought to use summative assessment for formative purposes by integrating tutor and peer feedback on the eportfolio artefacts developed, thus creating reflective practitioners. Feedback from the end of term student survey was extremely positive and significantly the exam results proved higher than previous years. The integration of eportfolios within a module delivered in a more traditional, face-to-face setting also develops students’ digital skills, and helps create effective communicators for the digital age.