Using Rubrics to Evaluate ePortfolios

This week, we referred to two different rubrics as we reviewed and provided feedback to our peers on the initial drafts of our Capstone (Academic) ePortfolios.

The first rubric was A Generic Rubric for Evaluating ePortfolios, posted on the ePortfolio Portal (adapted and used with permission from Joan Vandervelde's ePortfolio (Digital Portfolio) Rubric). This rubric used the following criteria for the evaluation (total points possible = 36):

1. Selection of Artifacts and Written Communication—All must be clearly and directly related to the purpose of the portfolio. (0 to 9 points)
2. Reflections—Constructive in nature; clearly identifying and describing goals. (0 to 9 points)
3. Use of Multimedia—Appropriate photos, artwork, audio, video, or a combination of these should enhance the purpose of the ePortfolio and make it more interesting. (0 to 6 points)
4. Captions—Are all artifacts clearly identified with title, author, and date? (0 to 3 points)
5. Ease of Navigation—Do all internal and external hyperlinks work? (0 to 3 points)
6. Layout and Text Elements—Are fonts and headings easy to read with appropriate use of white space? Are background and colors aesthetically pleasing? (0 to 3 points)
7. Writing Mechanics—Is the ePortfolio well edited: no errors in spelling, punctuation, grammar? (0 to 3 points)

Organizing e-Portfolio Contents

Yesterday, I introduced my 14-year-old son to the idea of electronic portfolios. I had already spent the previous day creating my own digital archive (with Google Docs) and website (with Google Sites). I familiarized myself with the way the tools worked as I went along. I also considered some philosophical arguments for the potential of e-portfolios, such as Dr. Barrett's "Balancing the Two Faces of E-Portfolios" and an Educause Quarterly article on a "lifetime personal Web space (LPWS)" (Cohn and Hibbitts, 2004). The latter article by Cohn and Hibbitts raised several questions that I would like to see answered before I become a staunch e-portfolio advocate, specifically:

• "Where is the body of rigorous, research-based evidence that supports the e-portfolio as a pedagogical and presentational tool?" (Or, perhaps more relevantly, what research has been done since their article was published in 2004?) 
• "From a cost-benefit perspective, is it prudent to commit . . . student resources to a time-consuming process . . . ?" (A question I fully expected my pragmatic son would ask me.)
• "Do we know for certain that graduating students who bring electronic portfolios to their job [or college admission] interviews will be more competitive than students who furnish paper-based portfolios?" 

For now, I'm willing to try e-portfolios because the arguments in favor of using them are sufficiently persuasive. My goal in proposing the idea to my son was twofold: to see how he would respond to the arguments in favor of e-portfolios and, assuming he was persuaded, to see what process he would use to create one.

Introduction, or How This Blog Got Its Name

The name of my blog, Guide Alongside, is derived from advice I encountered repeatedly when I began reading about how to improve online course instruction for higher education:

Be a "guide on the side," not a "sage on the stage." 

The phrase first appeared in an article written by Alison King for the journal College Teaching (Vol. 41, 1993). The full title of the article is "From Sage on the Stage to Guide on the Side."In the article, King uses "sage on the stage"to describe the old-school style of instruction, also known as the "transmittal" model, wherein a professor lectures to students who are expected to memorize and repeat back what they hear. This model assumes students are passive recipients, dependent on teachers for their learning. In contrast, a "guide on the side" encourages students to become actively involved in their own learning process. Such a teacher provides resources, asks thoughtful questions, and facilitates further investigation. King argues that this latter form of instruction encourages critical thinking and creative problem solving, essential skills for students in the twenty-first century.

This idea of mentoring, of collaborating with students rather than lecturing at them, reflects my point of view when it comes to home education, lifelong learning, and professional writing. 

In the posts that follow, I plan to elaborate on this idea as part of my reflective journal for a Master of Arts in Professional Writing capstone project. I will be documenting my experiences as I prepare an electronic portfolio with Dr. Helen Barrett as my "guide on the side."