One method of helping students demonstrate their global learning is through the use of an eportfolio. An E-Portfolio is an electronic account of student work/progress used at all educational levels from early education through higher education. Eportfolios can support deep learning and support reflective practices across various learning contexts as they facilitate overall learning. The blend of learning products that exist within the eportfolio makes learning visible to all stakeholders, but especially the student. The eportfolio allows for students to reflect on and integrate their work to view overall learning progress. The reason that eportfolios have become a successful assessment tool is because they require significant and purposeful work from the student. During the development process students may experience student–faculty interaction, which allows students to evaluate and discuss their own learning over time (Harring & Luo, 2016).
Through websites like Google an educator may receive step-by-step guidance on how to create an eportfolio with their students. This tool would of course be most effective if linked to the LMS already utilized by the institution. If the school-site is not accessing a LMS, an eportfolio is still an option, as the student may compile the artifacts via an alternative fashion. Eportfolios make learning visible to all stakeholders. Most importantly to the students, it can help heighten self-efficacy. This powerful pedagogical tool can support deep and integrative learning. Deep learning may occur as students are able to make their learning relative to their own experiences. Developing an eportfolio allows the students to make connections to their everyday life, while showcasing their areas of strength. Eportfolios allow students to show their experiences, along with reflecting on their own learning and the progress made therein (Harring & Luo, 2016).
The artifacts, rubrics, and criteria for the eportfolio will vary based on the course layout and educational level of the students. Ultimately, the eportfolio would involve signature assignments representative of student learning over a longer period. The period may span a semester, a school year, or even a school career. Digital assignments through the LMS may allow for summative assessments to be less stressful. Students have different approaches to learning and to foster and enhance their education we need to understand their learning style. This includes how assessments have a direct impact in learning, and how they perceive themselves (Al Kadri et al., 2009). The students verbalized the negative impact felt from the limited learning opportunities that summative assessments offer and expressed preference for formative assessment, which may foster a deeper approach to learning. Student achievement is elevated when they are able to participate in both formative and summative assessment to guide learning. During the summative assessment process students may be allowed to upload videos, files, and documents they originate for benchmark assignments developed by their teacher to show their overall learning
