Educational evaluation, Educational tests and measurements, Higher education -- Effect of technological innovations on, Electronic portfolios in education
There is, as Peter Ewell has recently observed, a tension between accountability and improvement. Batson elaborates, noting the parallel realization is dawning that tracking student outcomes toward learning goals, while a useful and necessary exercise, does not yield as much value as we had thought. Batson argues that developing an accountability system has provided rewards to faculty and student painfully insufficient to warrant the work such development requires. Batson argues that ePortfolios provide a rich alternative. This presentation will demonstrate with real student ePortfolio case studies nested within the context of organizational ePortfolio to provide an example that suggests Batson's assertion may be premature, the divide he draws problematic, and the virtues acribed to ePortfolios in need of critical qualification. Accountability, accreditation, and improvement need not be at odds. Assessment properly understood is inextricable from teaching and learning. Yet without organizational development or learning to that end, ePortfolios, like the LMSs of the last century, will be co-opted for painfully insufficient assessment management and fail to realize Batson's vision, well described by Vygotsky as an education that honors the learner and the learning.
Brown, Gary R., "Compared to what? Reconsidering assessment in higher education" (2011). Office for Academic Innovation Publications. 3.