Abstract: During the last decade, campuses designing electronic portfolios have used them both in curricular and assessment contexts. And in many campus e-portfolio projects, diverse stakeholders—faculty, staff, students, potential employers, and members of the public—have participated in the design and review of e-portfolios. Such electronic portfolios have included a range of exhibits, from multimedia artifacts and reflective commentary to artifacts-as-evidence linking to institutionally sanctioned programmatic outcomes and to more personalized self-identified outcomes. In sum, these e-portfolios have provided a new, continuing mechanism both for documenting specific practices and student accomplishments and the effects of that these activities have on learning outcomes.
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