International Journal of Information and Communication Technology Research

International Journal of Information and Communication Technology Research>> Call for Papers(CFP)>>Volume 7, Number 2, February 2017

International Journal of Information and Communication Technology Research

ePortfolio: Expanding the Information Technology Vision to Serve as a Capstone in an Outcome-Based University

Full Text Pdf Pdf
Author(s) Abdallah Tubaishat
On Pages 169-176
Volume No. 1
Issue No. 4
Issue Date August 01, 2011
Publishing Date August 01, 2011
Keywords Eportfolio, Assessments, Learning Curriculum, Evaluation


An eportfolio can be defined as a collection of student work accomplished throughout a studentís time in an academic program [1, 2, 3, 4, 5]. Therefore, an eportfolio can serve as a capstone to demonstrate growth of achieving learning outcomes to measure what students have learned and are able to do when they complete their degree. Ideally, this has to be done at the conclusion of the program of study. An Eportfolio Assessment Management System (EAMS) is being developed and used in an outcome-based university to create, reflect, revise, and structure studentsí work. The EAMS is a web-based eportfolios which was developed in-house. The rationale of the EAMS is to allow students to present a collection of items that represent their accomplishments in courses towards the satisfaction pre-determined courses learning outcomes using a pedagogical web-based environment model. The system assesses students learning outcomes and evaluates how courses and colleges programs are meeting institutional goals. It is a repository management system that facilitates collecting, sharing, and presenting artifacts of student learning outcomes via a digital medium. The EAMS was built around two defined set of learning outcomes: institutionally agreed upon set of learning outcomes, and learning objectives that are related to major requirements. Therefore, there are two major benefits of the system: (a) eportfolios can serve as a capstone; and (b) eportfolios can serve as an institutional documentation of accreditation requirements. To evaluate studentsí eportfolios, a committee is assigned to review eportfolios for key courses across the curriculum. Judgment of eportfolios is then based on student performance on achieving specific learning outcomes according to three predefined achievement levels (beginning, developing, and accomplished). At the end, the committee prepares a set of questions for the face-to-face conversation with each student after he/she do a presentation of how learning outcomes are achieved.  

    Journal of Information and Communication Technology | Journal of Science and Technology     
© 2010 IRPN Publishers