E-Portfolio

Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.

The badge movement – badges are digital applications that are essentially social eportfolios for peer-certified evidence of achievement outside of an academic setting (as one way to see badges) – is about to get a huge boost from the MacArthur Foundation, HASTAC (“haystack”), and Mozilla. Awards totaling 2 million US dollars will be distributed to the most promising badge technology developers.

Badges add a whole new technology sector supporting evidence-based learning. Badges take the concept of life-long learning seriously and offer an enabling technology quite different from current eportfolio technologies, and radically different from our current focus on changing institutions. Those involved in badges envision ways to certify learning outside of institutions.

To better understand the badge gestalt, here are Cathy Davidson’s own words: ...

For 10 years, I've believed strongly that all education would be improved if more teachers and faculty members used electronic portfolios as the centerpiece of their courses.

In the last 3 years, I've amped up that belief: I became convinced that all educational institutions could be better structured around "evidence-based learning" in which all assessment and evaluation was focused on student evidence of learning in eportfolios. In other words, replace testing as the primary means of gathering information about learning with evaluation of evidence of learning in eportfolios. ...