Abstract
The use of online portfolios for both summative and formative assessment is an important part of blended learning. At Queen Mary University of London Engineering School (QMES), English Language and Professional Development Planning modules utilised portfolios as one of the ways for formative assessment. Students kept individual and group portfolios throughout the academic year to upload a variety of tasks, including reflections, videos, posters and tasks based on course material from other modules, such as report methodology and results and discussion section. The teachers provided ongoing feedback on student work to encourage development and improvement throughout the semester. Despite the initial issues of setting the portfolio, such as lack of familiarity with the software and regular engagement, over time, portfolios have proven to be an incredibly valuable way to introduce blended learning to the course. This type of assessment is particularly relevant given the recent move to online learning platforms due to Covid-19. A student survey assessing the effectiveness of this type of assessment, the range of tasks, the ease of use and the feedback given was conducted. The results, pedagogy and broader applications of online portfolios will be discussed in this presentation.
Author Information
Alan Allman, Queen Mary University of London, United Kingdom
Agne Kocnevaite, Queen Mary University of London, United Kingdom
Faith Nightingale, Queen Mary University of London, United Kingdom
Paper Information
Conference: IICEHawaii2021
Stream: Teaching Experiences
This paper is part of the IICEHawaii2021 Conference Proceedings (View)
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To cite this article:
Allman A., Kocnevaite A., & Nightingale F. (2021) The Effectiveness of Online Portfolios for Assessment in Higher Education ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2021 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2021.35
To link to this article: https://doi.org/10.22492/issn.2189-1036.2021.35
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