Assessment for learning: A comparative study of paper-based portfolios and online ePortfolios

Abstract

Documentation of children’s assessment for learning is a vital cog in the turning gears of early childhood education (ECE). This article examines findings from a current research study comparing teacher, parent, and whānau engagement with, and use of, paper-based portfolios traditionally used in an ECE setting and newly introduced online ePortfolios. The study sought to discover whether there were changes to the way parents and whānau interacted with the assessment documentation when the ePortfolio system was introduced. Findings suggest that parents and whānau find ePortfolios much more accessible for contributing to and sharing with their children, thus enabling them to engage more with their young child’s assessment for learning.