Abstract
The effective implementation and use of electronic portfolios in educational institutions confirm their value as an essential teaching and learning instrument. An electronic portfolio is a digital documentation or collection of artifacts (audio/video clips, text, visuals, and coursework) that represent its owner, whether it is an individual, group, or organization. Personal reflection on one’s work, achievement, or thoughts is a key component in many electronic portfolios. Some still question whether electronic portfolios are actually beneficial to the educational process. This piece of work overviews recent literature related to the use of electronic portfolios and examines the issues and challenges of effectively implementing and using electronic portfolios in educational institutions.
Highlights
For decades, many educators have been voicing their concerns about the disadvantages standardized achievement tests may cause to ELL learners
Standardized achievement tests, they argue, fail to include ELL learners, who may come from linguistically diverse backgrounds, in the norming group (Abedi, 2002, p. 232), to consider “... the match or mismatch between a student’s cultural and school experiences...” (Navarrette & Gustke, 1996, p. 2), and to provide bias-free and fair test items (Green & Griffore, 1980, p. 240-48)
Because a student’s performance on a test so often has nothing to do with his competence in the subject matter, we believe it is not a good idea to use tests as the sole measure of learning or the only resource for making educational decisions (p. 146). These failure and discrepancy have led to the birth of alternative types of assessment methods that can facilitate these segments of learners and allow them to have more options to construct and demonstrate their aptitude
Summary
Many educators have been voicing their concerns about the disadvantages standardized achievement tests may cause to ELL learners. These failure and discrepancy have led to the birth of alternative types of assessment methods that can facilitate these segments of learners and allow them to have more options to construct and demonstrate their aptitude. A portfolio, according to Genesee and Upshur, can be defined as a purposeful collection of students’ work that demonstrates to students and others in their efforts, progress, and achievements in given areas” Park University defines an electronic portfolio as a “purposeful collection of student work designed to showcase a student’s progress toward, and achievement of, course-specific learning objectives... Park University defines an electronic portfolio as a “purposeful collection of student work designed to showcase a student’s progress toward, and achievement of, course-specific learning objectives... [which] include students’ self-reflection on their learning processes and experiences as well as instructors’, mentors’, and peers’ comments on what students have submitted” (as cited in Lorenzo & Ittelson, 2015, p. 2)
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