Mentkowski, M., and Associates. “ “Appendix H: Developing Perspectives of Students on Self-Assessment, Using Feedback, Commitment to Improvement, and the role of criteria.”  

Learning that Lasts: Integrating Learning, Development and Performance in College and Beyond (Jossey-Bass, 2000).

This book articulates and defends the Alverno College (Women’s only college) capabilities approach to undergraduate education. By the time they graduate, BA students are required to show competency in the following 8 areas: communication, analysis, problem solving, valuing, social interaction, developing a global perspective, effective citizenship, and aesthetic engagement. The school puts a great deal of emphasis on self-assessment, and has developed a lot of best practices toward that end.

Bibliography

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Brown, S. (2015). The impact of the ePortfolio tool on the process: Functional decisions of a new genre. Theory Into Practice, 54(4), 335-342. doi: 10.1080/00405841.2015.1077618

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This paper focuses on the role of multimodal technologies in facilitating reflective processes and the subsequent assessment of reflectivity for students in pre-professional programs. Reflective practice has been established as a critical tool for developing identity in and on practice. This paper will focus firstly on reviewing salient literature about reflective practice and its use with pre-professional teachers. It will then report the processes and outcomes of the authors’ practices, as supported by the literature. Various reflective practices will be examined and explained. The role of the E-Portfolio (Electronic Portfolio) as the vehicle for housing student reflective practice will be briefly explored and the process for using author-developed rubrics for assessing levels of reflective practice will also be shared. Suggestions for replication in other disciplines, while being implicit, will also be made explicit.

Trevitt, C., Macduff, A., & Steed, A. (2014). [e]Portfolios for learning and as evidence of achievement: Scoping the academic practice development agenda ahead. The Internet And Higher Education, 20, 69-78. doi: 10.1016/j.iheduc.2013.06.001

Wakimoto, D., & Lewis, R. (2014). Graduate student perceptions of eportfolios: Uses for reflection, development, and assessment. The Internet And Higher Education, 21, 53-58. doi: 10.1016/j.iheduc.2014.01.002

Yancey, K. (2015). Grading ePortfolios: Tracing two approaches, their advantages, and their disadvantages. Theory Into Practice, 54(4), 301-308. doi: 10.1080/00405841.2015.1076693

Zinger, L., & Sinclair, A. (2014). Starting an ePortfolio: A multi-disciplinary approach. Contemporary Issues in Education Research (CIER), 7(4), 249-252.

Webography

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/educational-technologies/all/eportfolios

https://www.edglossary.org/portfolio/