(De)Constructing Student E-Portfolios in Five Questions: Experiences from a Community of Practice
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The primary purpose of this lead article in the present volume is to provide the backdrop to the chapters included in the volume and to re-construct the framework, which formed the basis of the work of a Community of Practice (CoP) at the Hong Kong Baptist University (HKBU). The CoP looked into the question of how to develop a model for teachers from different disciplines to introduce e-portfolios as an assessment tool into their courses. It finally came up with a criterion-based model (Appendix A) and a suggestion for an assessment rubric (Appendix B) using an inductive method, where members first designed and implemented e-portfolios for their individual courses and brought back these experiences to the discussion table. The paper will discuss the development of this criterion-based model, which is meant to act as a starting point for practitioners and help them to provide their students with a clear set of outcomes for their respective portfolios. At the same time the criteria laid down in the model and the accompanying assessment rubric provide a scaffolding to the practitioners’ existing ideas on the e-portfolios that they would like to have their students create. The criteria are based on a set of key questions that teachers should ask and answer before embarking on the e-portfolio experiment.
KeywordsE-portfolios Assessment Community of practice Outcomes-based teaching and learning Graduate attributes
I would like to thank all my CoP members past and present on behalf of whom I am writing this article: Dr. Béatrice Cabau, Ms Céline Dias, Ms Chi-Shan Chui, Ms Chan Wai Yin, Prof. Atara Sivan, Prof. Cheung Siu Yin, Dr. Catherine Ladds, Dr. Simon To, Dr. Lisa Deng, Dr. Warren Linger, Dr. Eva Wong, Mr Chris Chan, Dr. Paula Hodgson and Dr. Ronnie Shroff.
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