Embedding eportfolios into module assessment – an incremental approach

With the coming on-stream of digital platforms such as virtual learning environments, Google classroom and eportfolios, assessment practices have evolved.  The possibility now exists for dynamic and multimedia elements to be... [ view full abstract ]

With the coming on-stream of digital platforms such as virtual learning environments, Google classroom and eportfolios, assessment practices have evolved.  The possibility now exists for dynamic and multimedia elements to be included within module assessments.  This paper will look at how eportfolios have been embedded into assessment in two undergraduate geography modules.  Students who had previously used eportfolios as a formative and summative assessment as a reflection and expansion on their learning were asked to use the platform again in a different context in their subsequent year, this time as part of a research project on a topic linked to their home area.  The students’ use of technology allowed more dynamic elements to be incorporated, with students creating video and audio content for the eportfolio which linked to the topic that they were researching.  Students also were encouraged to tag DCU’s Graduate Attributes within their eportfolio collection, thus enabling them to showcase skills that they have acquired during the module to potential employers outside the university.