Electronic Portfolios 

• Warning - Uploading Files: you may encounter difficulties uploading files if the file name has any spaces or special characters; it is best to use one-word file names.

• It is highly recommended that you use the Mozilla Firefox browser when using eFolio. Click here for the free download.

• Attention all eFolio users from Academic Year 2008/09: EFolio has migrated to a new version, version 2. This will not affect the appearance of your eFolio. Rather, the changes are on the administrative end, so you will see a noticeable difference in how you construct your eFolio. You should have received a notice via the email account you used to sign up for eFolio. By October 1, you should be using eFolio version 2.

eFolio is an e-portfolio product being piloted by students enrolled in Writing Intensive courses at PCCC. eFolio users can share academic and personal information with professors and peers.

The two purposes of an e-portflio in the Writing Initiative are for students to reflect on their writing, and to enable faculty and administrators to collect assessment data on the outcomes of the writing-intensive courses on student writing.  

Electronic portfolios offer three distinct benefits:

1)  They are a creative, lively form in which to show a student’s best work;

2)  they allow students to gain an awareness of a larger audience (a portfolio can be published on an intranet or the Internet or saved to a CD and given to college representatives, employers, or anyone a student wants to impress);

3)  they can evolve and grow over a student’s entire … career.

"From Worn-Out to Web - Based : Better Student Portfolios." Phi Delta Kappan 85.10 (June 2004): 792-794. Academic Search Premier. EBSCO. [Library name], [City], [State abbreviation]. 27 Aug. 2009 <http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=13292501&site=ehost-live>.

Assessment findings derived from students, tutors, and teachers indicate that electronic portfolios have had several positive effects on student learning. These portfolios vividly record writing as a process, providing students and teachers with an effective means of assessing the development of that process over a semester. In addition, they effectively display the final results of the semester, including a student’s self-assessments in the form of written reflections.

Click, Ben A., and Sarah C. Magruder.. "Implementing Electronic Portfolios for Performance Assessment:A Pilot Program Involving a College Writing Center." Assessment Update 16.4 (July 2004): 1-15. Academic Search Premier. EBSCO. [Library name], [City], [State abbreviation]. 27 Aug. 2009 <http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=13998617&site=ehost-live>.

The portfolio not only offers a tool for authentic assessment but also a means for students to be reflective practitioners, emphasizing the how and why as much as the what. Time spent in portfolio assessment is not time taken away from teaching or academics, but time refocused and redefined, with the portfolio viewed as a natural complement to learning (North Central Regional Educational Laboratory

2005).

Lombardi, Judy. "To Portfolio or not to Portfolio: Helpful or Hyped?." College Teaching 56.1 (Winter2008 2008): 7-10. Academic Search Premier. EBSCO. [Library name], [City], [State abbreviation]. 27 Aug. 2009 <http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=31161341&site=ehost-live>.