What should you consider including in an assessment e-portfolio? The key difference between an online multimedia resume and an assessment eportfolio is a student's self-reflection. An assessment portfolio should include the following elements:
- Student Information: name, contact information, major, minor, graduation date, etc. The student's name and email should be available on each and every page of a well-designed eportfolio.
- Navigation (Table of Contents) or index: You need to ensure that viewers of your eportfolio can find the information they seek with as few as 3 -5 clicks of their mouse.
- An introductory or personal statement: The home page or landing page should include include a well-written statement describing the purpose of the eportfolio and the guidelines you will be using to select appropriate artifacts to keep the collection organized and succinct.
- Learner Goals/Career Goals: Similar to a career goal statement in a resume, you should be specific and to the point. Unless you have been requested to write a lengthy career statement, limit your career goal statement to 2 or 3 lines. Whereas you should be succinct, try not to eliminate job opportunities. Although, you may be seeking a challenging position in a major hotel, try not to limit that to a specific company.
- Curricular standards and/or criteria: Include learning outcomes, accreditation standards, or general education requirements for the respective course or courses. This will enable you to align the eportfolio with the university, departmental or course curriculum.
- Rubrics: Many instructors now utilize rubrics to inform students of expectations and to analyze the student's assignment submission. Rubrics include a criteria-rating scale, which not only evaluate student performance they provide students with the information necessary to complete an effective self-assessment.
- Self-reflection/self assessment: This is a critical and essential aspect of the assessment eportfolio. This assessment should address each of the standards, criteria, and/or learning outcomes indicated for the applicable course or curriculum.
- Artifacts: A top quality work sample representing each of the standards, criteria, and/or learning outcome lends credibility for the student's reflective statements. The examples of student work (artifacts) might include word processing documents, images, illustrations, charts, spreadsheets, video, audio, etc.
- Instructor feedback: The inclusion of the instructor's evaluation statement or completed rubric will provide increased value to the included artifact. For example, the inclusion of a writing sample will demonstrate a student's ability to communicate in a suitable manner when the viewer can see the assignment instructions and subsequent evaluation rubric.
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