Enabling computing students to recognize acquired competencies with ePortfolios

Abstract

ABSTRACT Background and Context While higher education in Norway intends to ensure students can translate academic learning to real-world settings, a gap persists in computing students’ perceptions of their acquired competencies. Objective This study aims to understand the gap and explore how formative assessment with ePortfolios can help students recognize acquired competencies. Method This study investigates data from a national student survey, summative reflections from 67 computing students’ exams at the end of a course, and observations of their ePortfolio development during the course. Findings The ePortfolio emerges as a powerful tool, enabling students to actively record their learning journey, recognize acquired competencies, and gain a holistic understanding of the total learning outcomes, thus bridging the identified gap. Implications This study offers insights into how ePortfolios can help computing students recognize acquired competencies and present implications and recommendations for higher education institutions and teachers.