Learning by doing: using ePortfolios for assessment at Otis College of art and design
Abstract
Purpose
The purpose of this paper is to share best practices in using e-portfolios for assessment including a collaborative model between academic department and library.
Design/methodology/approach
The authors collaborated to develop learning outcome rubrics that were then used by faculty and a team of reviewers to evaluate evidence collected in e-portfolios.
Findings
E-portfolios provide a dynamic platform to centrally collect assessment material; however, effective evaluation of student evidence can be strengthened with collaboration between college departments.
Research limitations/implications
This is a model that was sustainable and practical for a small art and design college.
Practical implications
Other institutions working on assessment with limited personal resources may find this approach useful in addition to any institution considering how to use e-portfolios for collection and assessment of student work.
Originality/value
Otis College of Art and Design has been using e-portfolios since 2008 and has been developing this model of assessment for sometime.
Keywords
Citation
Giuntini, P. and Venturini, J.-M. (2014), "Learning by doing: using ePortfolios for assessment at Otis College of art and design", Library Hi Tech News, Vol. 31 No. 7, pp. 11-15. https://doi.org/10.1108/LHTN-06-2014-0047
Publisher
:Emerald Group Publishing Limited
Copyright © 2014, Emerald Group Publishing Limited