Electronic Portfolios Enhanced with Learning Analytics at the Workplace

  • Marieke van der SchaafEmail author
Reference work entry


During workplace-based learning, e.g., clinical or during an internship, supervisors’ quality of feedback and assessment is crucial for trainees’ expertise development. Electronic portfolios (ePortfolios) are often used as tools for longitudinal assessment at the workplace. So far, ePortfolios have not realized their full potential, since they are often not well tailored to the workplace and trainees’ needs. Potential data about trainees’ behavior at the workplace is generally underused, and the management of the data is complex. It is expected that ePortfolios enhanced with learning analytics may serve as means to improve the quality of feedback and assessment regarding trainees’ progress and development. This chapter addresses this by outlining an approach that is applied in a European 7th framework project (

This chapter shows the development of an ePortfolio environment enhanced with learning analytics, to be used at the workplace in medical, veterinary, and teacher education. Evaluation took place by means of a quasi-experimental design regarding the impact of this environment on trainees’ motivation, their assessment experience, and their use. Data gathered in four institutes for medical, veterinary, and teacher education (n = 217) showed that trainees were highly motivated for their internships and positively evaluated the perceived feedback. The use of learning analytics features varied. In general visual feedback by means of a timeline of trainees’ progress was mostly used, while trainees barely used the features with written feedback. It is concluded that the promise of learning analytics connected to ePortfolios can only be fulfilled when developed and implemented through the eyes of the users.


ePortfolio Learning analytics Workplace Feedback 



This study was conducted within the framework of the “Workplace-Based e-Assessment Technology for competency-Based Higher Multi-Professional Education” (WATCHME) project, supported by the European Commission 7th Framework Programme (grant agreement No. 619349). We thank all participants and members of the WATCHME project for their contributions: Charité Universitätsmedizin Berlin, Germany; Jayway, Denmark; Maastricht University, the Netherlands; Mateum BV., the Netherlands; NetRom Software SRL, Romania; Tartu Ülikool, Estonia; University of California San Francisco, USA; University Medical Center Utrecht, the Netherlands; University of Reading, UK; University of Veterinary Medicine, Hungary; and Utrecht University, the Netherlands.


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.University Medical Centre Utrecht and Utrecht UniversityUtrechtThe Netherlands
  2. 2.Center for Education and Department of EducationUtrecht UniversityUtrechtThe Netherlands

Section editors and affiliations

  • Esther Winther
    • 1
  1. 1.Vocational Education and TrainingUniversity of Duisburg-EssenDuisburgGermany

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