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Cooper (p. 23-32)Kunz-Osborne (p. 33-41)Coulmas-Law (p.42-46)Stasio (p. 47-56)Albert-Valette-Florence (p.57-63)Zhang-Rauch (p. 64-70)Alam-Yasin (p. 71-78)Mattare-Monahan-Shah (p. 79-94)Nonis-Hudson-Hunt (p. 95-106) 
JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Getting to Eportfolios Through Assessment: A Process Model for Integrating Eportfolio Pedagogical Concepts Through Training for Program Assessment
Author(s): Tom Lilly, Rebecca Cooper
Citation: Tom Lilly, Rebecca Cooper, (2021) "Getting to Eportfolios Through Assessment: A Process Model for Integrating Eportfolio Pedagogical Concepts Through Training for Program Assessment," Journal of Higher Education Theory and Practice, Vol. 21, ss. 7, pp. 44-55
Article Type: Research paper
Publisher: North American Business Press
Abstract:
The American Association of Colleges and Universities recently named eportfolio as a high impact practice. Eportfolios’ potential to synergize different learning experiences through opportunities for student reflection and self-representation has led to calls for broad adoption at course and program levels. There are many studies of eportfolio efficacy but few accounts of strategies for successful program-level eportfolio implementation. This paper reflects upon the authors’ experience conducting a two-day training for incorporating eportfolio concepts into programs’ assessment models. The authors found that their incremental approach to training benefited participants in identifying assessment model and curriculum experiences that could incorporate eportfolio practices.
