Electronic Portfolios in Higher Education:

A New Way to Assess Student Success

By

Nelson Dordelli-Rosales

Laws Doctoral Student, University of Ottawa, Canada, 2010

E-mail: ndord024@uottawa.ca
LL. M. (University of Ottawa, Canada), M.Ed., University of Saskatchewan (Canada)
J.D. and B.H (Ed.) Catholic University Andres Bello,
Law Clerk to the Hon. Madam Justice Olga Dos Santos at the Supreme Court of Venezuela (2005)
Called to the Bar of Caracas, Venezuela (2006)

E-mail:

nrd537@mail.usask.ca
nrd024@uottawa.ca
nelson_dordelly@yahoo.com

October, 2010
 Table of Contents

Introduction………………………………………………………………………….… 3

1. Linking Assessment of Student Success and E-portfolio Purpose…….......……4

What is an e-portfolio?................................................................................. .4
What is the connection between e-portfolio and assessment of
student achievement? ………...…………………………………….……..7
Why using an e-portfolio to assess student achievement in higher
education?.................................................................................……….…….7
What are the pre-existing types of e-portfolios? …………………………... 9
What are the uses of e-portfolios? …………………………………………11
What are the steps to develop an e-portfolio?.............................................. 12
How instructors could shift assessment paradigms?....................................14

2. Flourishing E-portfolio Experiences Targeting its Impact in Higher Education

around the world

2.1. ePortfolios in the field of Law and Education in England, UK:

A. Law in Oxford Institute of Legal Practice (OXILP), UK.................... 15
B. Glasgow Graduate School of Law (GGSL).......................................... 16
C. Education, University of Ulster, Ireland, UK........................................17
2.2. ePortfolios in different Programs and Universities of Canada:
A. University of Concordia.........................................................................19
B. University of Lethridge..........................................................................20
C. University of Saskatchewan....................................................................20
D. University of Victoria (UVIC)................................................................20
E. “An e-portfolio for Every Citizen by 2010” in Canada........................
2.3. ePortfolios in selected Universities of the United States of America:
A. Graduate Medical Education (GME) in University of Miami (UMI)....21
B. ‘Foliotek’ in University of Minnesota (U of M)...22
C. Diverse programs in the Pennsylvania State University (Penn State)....23
2.4. Career Counselling and Professional Education in the Netherlands:
A. Windesheim University..........................................................................24
B. The University of Amsterdam................................................................25
2.5. Diverse Programs, Queensland University of Technology (QUT),
Australia.....................................................................................................26

3. Specific Benefits of an E-portfolio …....……………………………….…........28

Reflection and Self-Evaluation……………………………………………30

Learner-Centered ………………………………………………………....30
Catalyst for Growth …………………..………….………..………….......31

Conclusion and suggestions ……………………………………………………………32

References...……………………………………………………………………………34