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Assessing Electronic Portfolios -- Now that we have them, what can we do with them?

, Bishop's University, Canada ; , Centre for the Study of Learning and Performance; Concordia University, Canada ; , Concordia University; Centre for the Study of Learning and Performance, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA


An approach to assessing electronic portfolios is developed working with two teachers and other experts, and the inter-rater reliability is explored. The assessment has two parts. First the teacher assigns holistic marks and comments to up to six categories: critical thinking, writing, comprehension, self-regulated learning, presentation, and progress. Second, the teacher uses a rubric with five of the six categories, excluding critical thinking. The teacher can choose the relevant parts of the holistic approach and rubric to apply. After the initial development of the tools, an iterative process of modifying these tools to build their inter-rater reliability occurred. There were four rounds, with major revisions to the tools after the first two rounds. The final round was of 66 portfolios at the grade 5/6 level each one coded by two of five coders. The holistic marks were difficult to agree upon, especially the ones for presentation, progress, and self-regulated learning.


Bures, E., Abrami, P. & Bentley, C. (2007). Assessing Electronic Portfolios -- Now that we have them, what can we do with them?. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 7030-7038). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved February 21, 2019 from .


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