Tag Archives: JISC

The Role of e-Portfolios in Formative and Summative Assessment

This report and a series of case studies has recently been released by JISC. The publications relate to eportfolio practice in Higher and Further Education contexts in the UK. While that in itself is quite far removed from the primary classroom in New Zealand, whenever the words formative and eportfolios are mentioned in the same line I am naturally curious, due to my own research into the relationship between the two.

Firstly some nuts and bolts stuff. The case studies unpack eportfolio practice in 34 institutions, asking a range a questions/prompts including the context to who is assessing the eportfolio, the tool used and its’ social networking ability and reference to the pedagogical support and summative/formative assessment implications. The question and prompts in themselves are quite focused and almost suggest a criteria of what should or shouldn’t be used in a successful eportfolio implementation. Regarding the tool used, the predominant option for eportfolios was either PebblePad or BlackBoard based with other options including Plone, Joomla, Elgg, Moodle, WordPress, ePet or a self developed in house system.

The report itself has some useful parts. The discussed benefits of eportfolios reinforce the concepts we already are familiar with. I found Table 2, the Matrix of e-portfolio functionality and pedagogical/administrative value against case studies the most useful as it cross references criteria to particular case studies in order to find out more.

Overall though I was disappointed with the reference to and discussion of eportfolios and how they were supporting formative practice. Maybe this comes from my definition of formative practice as opposed to those writing the report:

The terms ‘formative’ and ‘summative’ do not describe different types of assessment. They refer to the purpose of the assessment, the use to which it is put. The summative purpose of assessment is to identify educational achievement as a matter of public record, for use in selection and certification. The formative purpose is to provide information to the learner and others concerned with the process of learning about the learner’s progress, strengths and areas for improvement. Practitioners often refer to assessment used for formative purposes as ‘feedback’.

Or maybe that highlights the difference between the educational sectors, primary vs. tertiary and primary vs. secondary. I see formative assessment (better labeled as assessment for/of/as learning) as being distinctly different from summative assessment. Yes you can use summative assessment formatively, as is almost suggested above, but formative assessment is so much more than that. Student control, student ownership, student understanding. Yes feedback is a component of that as is the learner’s progress, strengths and areas for improvement, but so is effective questioning, co-construction, exemplars, peer and self assessments, ongoing reflections… how does eportfolio use in HE and FE support such strategies?

Are existing assessment structures and expectations holding these institutions back from letting go and giving ownership and responsibility over to the learner?

Effective Practice with e-Portfolios

JISC has released a new publication, Effective Practice with e-Portfolios: Supporting 21st century learning, available here.

JISC (Joint Information Systems Committee) has the mission to provide world-class leadership in the innovative use of ICT to support education and research.

While this report is based on findings and studies in higher and further (beyond secondary) education, it is a wealth of information for anyone interested in eportfolios whether you have your own established system or are embarking on the journey.

It looks at eportfolios from 5 different perspective: the learner’s, practitioner’s, institution’s, life-long learner’s and audience’s. It includes narratives from people as they experience eportfolio-based learning as well as many diagrams to clearly explain the processes involved.

This is not a one stop, how to use eportfolios to support learning guide, but the experiences, advice and case studies highlight many considerations and decisions that you will need to make in order to successful implement eportfolio-based learning.

JISC also has an online resource JISC Infonet: good practice and innnovation, which provides details on more projects and provides plenty of links to other resources.