Reading 13 Theme Six Assessment Online

Reading 13 Theme Six Assessment Online

Mason, R., Pegler, C.& Weller, M. E-portfolios: an assessment tool for online courses. British Journal of Educational Technology. 35 (6) 717-727. Downloaded on 1 August 2008 from http://www3.interscience.wiley.com.ezproxy.massey.ac.nz/cgi-bin/fulltext/118747751/HTMLSTART

The article refers to the different uses of e-portfolios in an educational context depending on purpose – developmental, presentation or assessment – and the characteristics of collection, selection, reflection, projection and presentation but its relevance to this theme lies in its discussion of the e-portfolio used with learning objects for end-of-course assessments (ECA). This paper presents data`and results of an application of e-potfolios as the final assessment of a course (LCE or Learning in the Connected Economy) designed in learning objects. The authors demonstrate the similarity of e-portfolios and a collection of learning objects – both assemble discrete pieces of electronically available material that can be manipulated, stored and re-versioned to suit different audiences. Both involve the same technology and components of re-use and selectivity. The LCE course is written entirely in learning objects. Each learning object was designed as a holistic learning experience with internal integrity as a unit of study.

The authors exploit e-portfolios for their potential use as an authentic student outcomes assessment for distance learning courses - students are able to share their ideas and feedback. In this case, the work-in-progress webfolios were accessible to each other through the Web during the course. They thus provided a new perspective on student evaluation where students learned to experience the “synergy of collaborative learning rather than the competitiveness experienced during testing or examinations” (p.718). The e-portfolio substituted the traditional essay and counted for 50% of the total mark. This course design offered an integrated learning experience and enabled students to work through a range of activities.

The learning objects consisted of three elements:
• Topic overview highlighting problems, ideas, issues
• Links to further resources, websites or journal activities for further reading
• One or two activities, some individual others collaborative

Students were offered a choice from 55 learning objects. This amount of choice demanded required a relatively sophisticated, self-directed and confident learner to really benefit from the strategy.

Evidence showed that this was a demanding form of assessment but that the e-portfolio was a fitting assessment model as it allowed for discrete pieces of work to be brought together meaningfully. It was also an independence-building tool that developed learning-to-learn skills. One student observed that the e-portfolio was “a big step to affirming what we had learned”. It brought together work that had been learned during the course and forced reflection on the learning objectives.

QUESTIONS AND DISCUSSIONS
1. According to the article, all participants achieved "at least a pass" which implies that there were various levels of passing. How does one fairly grade student efforts when there is a heavy emphasis on student choice as a starting point?
2. The great advantage of the e-portfolio is that it offers the ability the serve not only as showcase for assessment but as a source of reflection. With traditional paper essays, they become almost "dead" after submission. The e-portfolio however, remains a dynamic facility, thuis giving it on-going relevance.