We used ePortfolios on a postgraduate award in elearning that we developed at Warwick University.  We had, what sounds like, a similar experience.

Initially we gave participants a fairly lose structure and encouraged them to explore the media in designing their portfolios.  However, these turned out to be a nightmare to assess.

I concluded that while laying out information for yourself in a non-linear; hyperlinked fashion works well, it is less well suited to conveying that information to others.

We tightened up the templates and recommended structure which tended to make iot more linear.  WE also encouraged more emphasis on the core reflective writing piece and on the overview document.  

We did offer an optional session on putting together the portfolio but, due to the flexible structure of the programme, there we not enough people at that stage at any time. 

Here at Abersystwyth, we are introducing a similar PGA in e-learning with an eportfolio and I will be making the portfolio design session a core element.

We are also moving towards an eportfolio for our post graduate certificate for teaching in HE.  This has other areas that I can see as problematic e.g. much of the evidence provided is in hand written form.  Also, we will need to consider security and how the portfolio assessment panels function.

We already give formative feedback on demand to electronic drafts.

Regards
Graham Lewis
 
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-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Carkett, Rachael
Sent: 26 August 2008 10:45
To: [log in to unmask]
Subject: Re: The use of e-portfolios for formative and summative assessment

When I was at Plymouth we used e-portfolios on the  PgC programme for
new lecturers. It was a challenge to assess online if nothing else
because of having to flit between different documents, ie the portfolio
(at that time submitted on a CD), assessment criteria (paper or
electronic), and electronic feedback which was completed separately at
the time. What I found was if the participant had organised the
portfolio in a structure that was easily navigable online (eg contained
hyperlinks and provided an overview of the site/area etc) and applied
the basic principles of producing materials to be read off screen, then
it was doable. Having said that, we only had a few at that time to do as
the majority were the usual hard copy folders. Not all my colleagues
felt the same about electronic versions and printed the document off
which was again challenging as each individual link containing a
document had to be located and printed. I once had someone who submitted
a pdf document which they deemed was their online version and it was
like reading a thesis off screen. Needless to say, I had to print it off
in the end.
I think support (we had templates for some to use) and clear guidelines
on how to put an e-portfolio together are crucial if introducing this
type of assessment for all concerned.

Best wishes
Rachael Carkett
University of Teesside

-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development
Association [mailto:[log in to unmask]] On Behalf Of Professor Phil
Race
Sent: 18 August 2008 18:18
To: [log in to unmask]
Subject: Re: The use of e-portfolios for formative and summative
assessment

I would be interested to learn of colleagues' experience with this -
particularly with the summative assessment if e-portfolios.
I find it easy to give colleagues formative feedback on electronically
submitted work (not least 'track changes' etc),also feedback on DVD
lectures, but I think it is much harder to apply assessment criteria to
a
large 'thing' containing elements in different media, when one can't
easily 'browse' the whole thing or compare it side-by-side with others.

Do others find the summative assessment side of this hard, or are there
ways of addressing it?

all best wishes,
Phil Race
www.phil-race.com


> Colleagues,
>
>
> Have you come across any interesting uses of e-portfolios in formative
and
> summative assessment?
>
> 'Interesting' might, for example, mean 'involving large numbers of
> students'; 'running for a few years'; 'being used in combination with
> other  methods';
> 'technically and/or pedagogically innovative and/or excellent';
> 'incorporating a variety of media into the e-portfolio'. Of course
> 'interesting'  might
> also means lots of other things.
>
> If you have, could you give us a line or two about the work, and point
us
> at
> the person who did it, perhaps also at a website for it?
>
> JISC has invited the Centre for Recording Achievement to produce some
case
> studies on this. We'd welcome any help you can give us. We shall
collect
> most
> of the case studies through telephone interviews.
>
> Best wishes
>
> David
>
> ++++++++++++++++++++
> David Baume PhD FSEDA
>
> 65 Colesbourne  Drive
> Downhead Park
> MILTON KEYNES
> MK15 9AW
> UK
>
> T +44 (0)1908  395 044
> F + 44 (0)1908 483947
> M +44 (0)7747 045  931
> [log in to unmask]
>
>
>
>
>