11 From Traditional to Transformative Assessment Practices in Higher Education: Affordances of ePortfolios as Pathways to Holistic Learning in the Digital Era
André van der Westhuizen
Varsity College, South Africa
ABSTRACT
This chapter explores the transformative potential of ePortfolios as a digital and assessment tool in the higher education context. The adoption of ePortfolios as primary tools for evaluation of students’ assessment challenges traditional assessment approaches that are often limited in their historical, rigid, and outcome-driven formats. The chapter adopts a desktop approach to conceptualise and showcase ePortfolios as a global discourse in higher education. This chapter synthesises and interrogates the existing literature and identifies characteristic affordances of ePortoflios as transformative tool. This approach allows for insights into the usages and applications of ePortfolios to serve as pathways to holistic learning in the digital era. The chapter addresses common misconceptions and misunderstandings of the usage and implementation of ePortfolios as time-consuming or discipline-specific aids, arguing for their adaptability and positioning and contextualising their applicability and relevance across various disciplines. The chapter’s desktop methodology enables an exploration of current and existing theoretical and pedagogical aspects of assessment transformation in higher education. ePortfolios are framed, not as digital storage spaces, but as dynamic, reflective, and living documents that support students’ lifelong learning, critical thinking skills, and continuous professional development. The chapter highlights the multifaceted affordances of ePortfolios, which is demonstrated through scaffolding of learning, supporting creativity, enabling authentic assessment, and aligning meaningfully with curriculum goals. ePortfolios are presented as a progressive assessment practice that fosters holistic student development and pedagogical innovation in the digital age while transforming the assessment landscape in higher education. This chapter aims to conceptualise a baseline for empirical inquiry on the affordances of ePortfolios in transforming assessment practices in higher education.
Keywords: ePortfolios, transformative assessments, holistic learning, digital pedagogy, higher education
INTRODUCTION
The emergence and rapid development of technology in the digital age necessitated assessment practices in higher education to shift from rigid, traditional practices toward more transformative, authentic, and experiential approaches. Among the most promising tools driving this change is the ePortfolio that serves as a digital platform that enables students to showcase learning, development, and competence in a multidimensional manner. Despite the value ascribed to ePortfolios as a tool that informs learning and development, misconceptions and misunderstandings of their nature and use persist, which portray these tools as time-consuming (de Jager, 2019) or limited to creatively inclined disciplines such as music, drama, dance, and visual art, where work is presented in rich media formats (Dillon & Brown, 2006; Dunbar-Hall et al., 2013). However, such assumptions overlook the versatility and depth of well-designed and carefully aligned ePortfolio practices. This chapter aims to challenge these notions by highlighting the affordances of ePortfolios as powerful tools for assessment transformation across diverse academic contexts. ePortfolios extend past the view of a repository of student work and evolve into reflective, interactive spaces for documenting growth, scaffolding learning, and supporting lifelong professional development. This tool is positioned with a pedagogical framework that clearly aligns with the demands of the digital era.
TRADITIONAL VERSUS TRANSFORMATIVE ASSESSMENTS
An Overview of Assessments in Higher Education
Assessment practices in the higher education context are a multifaceted, complex process. Assessments are embedded within students’ learning journey across their university career to serve as a tool for evaluation purposes to promote progress and development and showcase competence. Assessments are not new within the context of evaluating students against criteria; however, methods of assessments in the digital world seem to be stagnated, rigid, and static, instead of progressive and developmental, prohibiting innovation. Archaic methods such as sit-down paper and pencil tests are some of the most common, historic, and still in use assessment methods in higher education institutions, which primarily serves the purpose of evaluating students’ performance on assessments where memorisation and recall abilities are assessed. This leaves little room for the development of critical thinking and problem-solving skills (Alquraan, 2012). Sadler (2010) adds that traditional assessments heavily rely on norm-referenced principles to merely interpret scores and grades for progressive purposes. This is indicative of the foundation of historical assessments in higher education institutions where students’ performance is measured against fixed criteria (Sadler, 2010). Traditional methods of assessment do not adequately evaluate and showcase students’ abilities, which further poses a threat to the preparedness of students for the world of work and for them to be in a position to practically apply and transfer their learnings in the world of work (Ai-ying, 2009).
Key Characteristics of Traditional Assessments
Traditional assessments are characterised by standardisation practices, to ringfence student evaluations against set criteria and under the same conditions (Meylani, 2024; Brodersen et al., 2017). These assessments are marked by, but not limited to, multiple-choice questions, true-and-false questions, and other methods for easy scoring across large groups of students (Zhu et al., 2023). Fatinah et al. (2025) and Mansory (2020) add that the primary focus of these assessments is centred on academic knowledge and the ability to recall information. It further tests students’ understanding of contents learned and, in most instances, calls for rote memorisation of facts. Traditional assessments adopt a teacher-centred approach, empowering educators of higher learning to design, administer, and grade assessments. Traditional assessment methods are appreciated for their efficiency and scalability. Within higher education institutions with large student populations, these assessments can be administered with ease, and results can be produced with shorter turnaround times to demonstrate student performance (Meylani, 2024; Brodersen et al., 2017).
Transformative Assessments in Higher Education
Transformative assessments possess the quality to narrow the intersection that exists between rote learning and recalling of facts and real-world application to bolster industry-ready graduates. In contrast to traditional assessment methods, transformative assessments are characterised by fostering critical thinking, evoking creativity, and developing student adaptability in preparation for the world of work. Higher education institutions can achieve this by showcasing transformative assessments through integrating authentic, experiential, and developmental elements. Gedera (2023) and Gono (2024) explain that the authentic assessment places a demand on students to apply their acquired skills and knowledge within contexts that model real-world situations, which further develop their employability and readiness for the workplace. Transformative learning, according to Kreber (2022), calls for a focus on critical reflection and perspective transformation that is deemed necessary for developing students’ authentic professional identities. This approach encourages students to effectively engage with content, process information, and critically reflect to allow for deeper learning and understanding of their roles as change agents in the modern society (Kreber, 2022). Higher education institutions can consider adopting ePortfolios as a solution to transform traditional assessment practices and to develop and drive transformative assessment practices.
ePortfolios: A Transformative Paradigm
The need for transformation of assessments in higher education has seen the rise of ePortfolios as a preferred tool for evaluation purposes. ePortfolios allow institutions of higher learning to truly rethink historically traditional assessment practices and to negate the shift to assessments that foster reflection, which bolsters personal growth and skills development, whilst placing the student at the centre of the learning process. A key aspect of Mezirow’s transformative learning theory suggests that through the implementation of ePortfolios, students are encouraged to engage in critical reflection. Stansberry and Kymes (2007) and Kitchenham (2012) add that this transformative process involves an examination of students’ beliefs and assumptions, which has the potential to affect change in their perspectives and further allows for an understanding of their learning journeys. Encouraging students to document and reflect on their learning experiences may reform their frame of reference, which leads to potential transformative learning outcomes. Kitchenham (2012) notes that students develop new ways of understanding the real world through this practice, which aligns with Mezirow’s concept of perspective transformation. Higher education institutions should approach the implementation of ePortfolios through Wiggins’ authentic assessment lens, where students are encouraged to apply their knowledge and skills in practical contexts (Calimag, 2021; Souto, 2008). The use of ePortfolios as an evaluation tool showcases authentic assessment as an assessment modality that creates a platform for students to illustrate real-world skills such as communication, critical thinking, and problem-solving.
DEFINING EPORTFOLIOS
Theory and Practice of ePortfolios
Giering and Firdyuwek (2020) and Zain and Sailin (2019) explain that ePortfolios are grounded within reflective practice, which allows individuals to engage in self-assessment and reflection activities on their learning experiences. From this stance, reflective practice supports personal and professional development that further encourages critical thinking and goal setting among students. ePortfolios, according to Lee and Pohio (2012) are also supported by educational theories that emphasise active learning whilst maintaining student-centredness. This allows for students to construct their own knowledge through the integration and adoption of multimedia elements and personal reflections (Lee & Pohio, 2012). Lorenzo et al. (2005) points out that from a practical position, ePortfolios serve as collections of students’ work, showcasing digital artifacts, inclusive of texts, images, multimedia, and hyperlinks that are collated and organised by the user. As an assessment tool, ePortfolios add value to educational settings to document, assess, and evaluate learning outcomes, and moreover, support career preparation of students (Zain & Sailin, 2019; Halada & Wozniak, 2014). This assessment tool also proves to be effective in developing students’ soft skills in addition to demonstrating mastery in learning outcomes, such as creativity and digital literacy. However, the adoption and implementation of ePortfolios as an assessment tool does not warrant an environment free from misconceptions or misunderstanding of their invaluable use in higher education.
ePortfolios: Common Misconceptions and Misunderstandings
The digital era has brought about many changes in the modern world. One of these changes gave rise to alternative assessment methods in higher education. An example at the forefront of transforming assessments in higher education is the implementation of ePortfolios. This assessment tool offers value in not only educational but also professional settings. However, this value is not free from misconceptions and misunderstandings around its nature, purpose, potential, and implementation. Some of the misconceptions and misunderstandings that exist around the usage and implementation of ePortfolios include, but are not limited to:
Tools that are often perceived as a universal solution to various educational challenges inclusive of assessments, student engagement, and skill development (Panke, 2014; Ayala, 2006). Consideration must be given to institutional goals, curriculum integration, and pedagogical strategies prior to the implementation of ePortfolios.
Tools that easily and seamlessly fit into any educational framework. Consideration must be given to adapting its usage and implementation as a blanket approach that can prove to be ineffective and, furthermore, cause students and faculty to resist its use (Deneen, 2014; Ribeiro, 2022).
Tools that are perceived as technological tools rather than pedagogical innovations. Adopting such a lens robs the potential of the tool to enhance learning through reflection, encouraging self-assessment and bolstering personalised learning, as focus is centred around the technical aspects of its use and implementation (Mueller & Bair, 2018; Strohmeier, 2010).
Tools that automatically increase student engagement, which leads to improved learning outcomes. To ensure the effective use and implementation of this tool, careful and intentional design is required, with clear objectives that progressively align with learning outcomes to fully engage students, which in turn may enhance their learning experiences (Ribeiro, 2022; Panke, 2014).
Tools that are only intended for assessment purposes. This stance neglects the potential of this tool beyond academic context in support of students’ development and well-being (McCarthy et al., 2024).
PEDAGOGY OF EPORTFOLIOS IN HIGHER EDUCATION
Pedagogical Principles Underpinning ePortfolios
The adoption, use, and implementation of ePortfolios in higher education institutions as an assessment tool is warranted by its strong pedagogical foundation that is underpinned by principles of (i) constructivism, (ii) reflective practices, and (iii) lifelong learning. The theoretical foundation and practical application of ePortfolios support their application in higher education assessment contexts as a transformative assessment tool leading to change in teaching, learning, and assessment practices.
Constructivism and ePortfolios
Buzzetto-More & Alade (2008) and Sadeghi (2018) explain that ePortfolios are grounded in the constructivist theory. This suggests that students construct their own knowledge through their lived experiences and reflections. This becomes evident as students carefully, intentionally, and purposefully select and organise artifacts to demonstrate their understanding and showcase their skills through their learning (Buzzetto-More & Alade, 2008; Sadeghi, 2018). Students are encouraged to share and discuss their completed works with peers, which allows for the construction of knowledge as a collective (Gallagher et al., 2015). This practice supports social constructivism as it fosters collaborative learning environments. Babaee et al. (2014) add that frameworks such as the 3P model (Presage, Process, Product) and the Students’ Approach to Learning (SAL) approach clearly illustrate how this tool can be intentionally utilised to positively impact students’ learning experience aligned with constructivist principles.
Reflective practice and ePortfolios
A core component of ePortfolios is reflective practice. Reflective practice encourages students to critically engage and analyse their learning experiences. It is a process that is essential for students to develop their critical thinking and metacognitive skills (Buzzetto-More & Alade, 2008; Rath, 2010). This tool provides a structured platform where students can engage in reflective inquiry, encouraging the exploration between theory and practice. This, according to Rath (2010), positions students to develop a deep understanding of their learning objectives. Lam (2022) also describes ePortfolios as a tool with a reflective nature that enables students to self and co-regulate their learning, through setting goals, monitoring their academic progress, and adjusting their learning styles accordingly (Lam, 2022).
Lifelong learning and ePortfolios
Using ePortfolios in assessment practices, students in higher education contexts are empowered to take ownership of their educational journeys and to continue their learning experiences beyond this setting. Buzzetto-More and Alade (2008) explain that this is achieved through self-directed learning, autodidacticism, and the ability to adapt to new learning environments. Walland and Shaw (2022) point out that the development of transversal skills, which are essential for lifelong learning and professional development, can be achieved through the integration of ePortfolios in educational settings. Jimoyiannis (2013) acknowledges this and explains that ePortfolios encourage students to view learning as a continuous lifelong process through the provision of platforms for reflection and assessment.
The pedagogical value of ePortfolios
ePortfolios offer a range of benefits to institutions of higher learning that enhance student learning, assessments, and professional development, whilst bolstering critical skills necessary for the 21st century. Improved student outcomes, critical skills development, self-management, and employability are some of the elements that are closely related to the implementation of ePortfolios in educational contexts. Fawaid et al. (2024) suggest that combining ePortfolios with an approach such as Lesson Study, students’ critical thinking, and self-management skills are significantly improved. Students who engage with ePortfolios as assessment tools generally outperform those who continue to adopt traditional portfolios (Fawaid et al., 2024). Syzdykova et al. (2021) adds that in addition to this, ePortfolio creation demands students to engage in reflective practices, which in turn encourages them to document their learning experience. This practice fosters a deeper understanding of the students’ educational journey, which furthermore enhances self-regulation skills (Syzdykova et al., 2021). ePortfolios as assessment tools aid students in connecting various learning components, which prepare them for the workplace (Mawela et al., 2023). This allows for students to develop and acquire vital 21st-century skills such as collaboration, critical thinking, and personal development. ePortfolios provide a framework for institutions of higher learning to intentionally integrate learning and assessment. This integration strategy supports lecturers and students to achieve educational goals and outcomes (Boholano et al., 2022). Peculea (2023) makes us aware of students’ appreciation of the active and collaborative learning opportunities that they are afforded with ePortfolios. This tool is easy to use and provides an array of resources for educational activities, which supports student satisfaction of its use (Peculea, 2023). Students in the digital era prefer digital communication. The employment of ePortfolios as assessment tools aligns with the multimedia and social network platforms that students are accustomed to due to their digital preferences. Clark and Eynon (2009) explain that this alignment enhances students’ engagement and motivation to fully participate in the learning process.
EPORTFOLIOS: AFFORDANCES IN HIGHER EDUCATION
ePortfolios as Authentic Assessments
Institutions of higher learning can utilise and leverage ePortfolios to support both formative and summative assessment needs. Mohamad et al. (2021) points out that ePortfolios are particularly beneficial in studio-based learning environments, such as architecture and design, where assessments are inclusive of process and product. ePortfolios create a platform for students to capture their learning process and showcase this from conceptualisation to execution (Mohamad et al., 2021). This tool serves as an assessment aid that promotes accessibility and inclusivity. Yadav (2024) explains that it further supports assistive technologies to establish equitable opportunities for all students, inclusive of those with disabilities. ePortfolios allow students to be authentic and afford them the platform to showcase their abilities and experiences, as it promotes diverse learning needs (Yadav, 2024).
Real-World Challenges
ePortfolios offers a platform for both lecturers and students that mirrors real-world challenges, as it integrates authentic learning experiences through digital technology. Institutions of higher learning can leverage ePortfolios to make learning more relevant for students by facilitating authentic learning through educational experiences that model real-world contexts. This approach allows students to encounter the application of their acquired knowledge and skills in real-world contexts (Buzzetto-More & Alade, 2008). Students further learn by doing through an experiential learning opportunity, which is essential for real-world problem solving and decision making. Talat et al. (2024) argue that ePortfolios require students to engage with various digital tools. This interaction enhances students’ digital literacy, adding invaluable skills for application in the modern workforce. Through this practice, students are afforded a platform to evaluate their work through self-assessment and to identify areas for development, which constitute reflective practices. Such a mindset bolsters continued learning and adaptation (Talat et al., 2024; d’Erizans & Bibbo, 2014). Keller (2014) suggests that students’ access to ePortfolios provides a learning moment where theoretical knowledge is clearly linked to practical application, mirroring the need of academic and professional skills required in real-world situations. This tool also serves as a repository for students to capture and portray complex competencies and achievements that are essential for career and professional development (Keller, 2014) (O’Leary & O’Sullivan, 2013). O’Leary and O’Sullivan (2013) add that it supports lifelong learning as it enables students to document and reflect on their learning journeys. This prepares students to reskill and upskill in response to industry demands. This positions students to be able to adapt to new challenges and opportunities in their careers, which is an essential skill to possess in the modern world of work (d’Erizans & Bibbo, 2014).
Cross-Disciplinary Application
ePortfolios emerged as a versatile and dynamic assessment tool in the higher education assessment landscape. This tool offers cross-disciplinary applications within institutions of higher learning that bolster learning, assessment, and professional development. ePortfolios are particularly valued in disciplines such as (i) education, (ii) STEM, and (iii) healthcare in support of documenting students’ skills, reflection of learning, and preparation for industry.
ePortfolios in education
Students’ writing skills and professional skills in faculties of education are assessed through the use of ePortfolios. This offers both formative and summative insights into student learning (Andrade, 2013). The tool itself facilitates the consolidation of outcomes across courses, in turn providing insight to lecturers and students of curricular changes and improving consistency in course contents and goals (Andrade, 2013). Young and Lipczynski (2007) explain that ePortfolios support the development of reflective practice, which is essential in preparing students for diverse career paths.
ePortfolios in STEM education
In the world of STEM, ePortfolios, according to McWhorter et al. (2013), help students and lecturers to document achieved learning outcomes and acquired competencies, providing a macro view of student learning that is career-focused and visually engaging. Students are encouraged to demonstrate the intersection between theory and practice through their understanding and application, which enhances their employability skills (Hager, 2012).
ePortfolios in healthcare education
In this context, ePortfolios aid in tracking and verifying student competencies, skill acquisition, and knowledge retention. This tool provides a platform for students to showcase critical thinking and furthermore, to integrate learning with practice which proves to be popular in nursing education (Stec & Garritano, 2017). Calimag (2021) explains that ePortfolios are flexible in that they can serve as both formative and summative assessment tools in medical education to evaluate students’ communication, problem-solving, and leadership skills required in practice. This develops a culture of reflective practice among students to engage in professional development, which further affords students with an opportunity to document and showcase their learning journey as they prepare for the challenges in the real world (Pearson et al., 2018; Ng et al., 2007).
Scaffolding ePortfolios for longitudinal learning
ePortfolios can be structured and scaled to ensure a scaffolded approach for longitudinal learning to support students in developing industry skills over time through reflection and self-regulated learning. Abrami et al. (2013) indicate that ePEARL is an example of ePortfolios that are designed to support students’ self-regulation through learning. This encourages students to engage in forethought, performance, and self-reflection. It further aids students in developing crucial literacy and self-regulation skills over time. ePortfolios are accessed in social work education to foster systemic reflection that allows students to critically engage and assess their professional trajectories and, moreover, develop a reflective stance towards their practice (Arnold & Kumar, 2014). ePortfolios help students to track their progress and compare their achievements with peers, thereby motivating them intrinsically and extrinsically to further develop their competencies as they prepare for the world of work (Gorbunovs et al., 2013).
ePortfolios offer flexibility and accessibility in surgical education, where students’ development of surgical competencies are documented. This provides a platform for healthcare students to engage in continuous personal and professional development (Zolkos, 2022). Wheeler and Yeats (2009) inform us that when ePortfolios are integrated into the curriculum and assessed formatively, student engagement increases, leading to better learning outcomes. ePortfolios are used in teacher education to scaffold the development of reflective practice. An example includes the usage of the PebblePad platform, which provides prompts and activities to support students in completing action research projects and enhancing reflective thinking (Roberts & Maor, 2012; Roberts et al., 2016).
Formative and Summative Tasks
ePortfolios are well positioned as an effective instrument to demonstrate (i) formative and (ii) summative assessments. Through documenting student work and reflections, ePortfolios provide lecturers with an opportunity to observe and evaluate students’ learning process and progress.
Formative assessment
Reflective learning is displayed through students’ engagement with ePortfolios as a formative assessment as they document their learning journey and reflect on their academic progress, which enables them to identify potential areas of development (Calimag, 2021). ePortfolios create a platform to facilitate ongoing feedback from lecturers, which allows students to make continuous improvements to their work, fostering a deeper understanding of the contents learned (Allman et al., 2021; Yang et al., 2016). In teacher education, scholarship of teaching and learning is promoted through employing ePortfolios. This practice encourages students to engage with formative assessment feedback in taking responsibility for their learning and focusing on skills development (Christie et al., 2014).
Summative assessment
ePortfolios can demonstrate students’ overall capabilities through a collection of their work, such as essays, projects, and reflections. This approach supports summative assessment practices where a complete evaluation of students’ learning over a period is required (Buzzetto-More, 2010). Students’ progress of learning can be tracked longitudinally by the support of ePortfolios. This puts lecturers in a position to evaluate students’ growth and development over time. Such an approach is evident of summative assessment practices where the focus is on evaluating students’ overall accumulated development (Buzzetto-More, 2010).
ePortfolios as Reflexive Tool in Learning
ePortfolios provide students and lecturers with a digital platform to document learning journeys, showcasing achievements whilst fostering engagement in self-reflection. Students in education and medical training can visualise their learning progress over time through accessing ePortfolios. This enhances self-awareness and motivation that is essential for continuous improvement (Rani & Nissa, 2024; Talat et al., 2024). Institutions of higher learning can promote students’ digital literacy by encouraging students to engage with various digital tools and platforms through the construction of their ePortfolios. Talat et al. (2024) explain that this skill has become increasingly important in the modern workforce. Students are empowered to take ownership of their learning journey and experience in setting goals, reflecting on their achievement, and planning learning activities through their engagement with ePortfolios. This approach suggests self-regulation, which is crucial for lifelong learning (Bräuer & Ziegelbauer, 2023; Lam, 2022). Students are afforded the opportunity to develop their critical thinking skills and deepen their understanding of their learning journey through reflective writing and self-assessment. This reflective practice is integral to developing professional competencies (Dos Santos, 2024; Sultana et al., 2020).
Critical Thinking and Self-Assessment
Higher education institutions can leverage ePortfolios to support self-assessment by allowing students to reflect on their progress and set future learning goals. The adoption of ePortfolios as assessment tools in this context promotes critical thinking and self-assessment. Students are empowered by reflecting on their learning experiences whilst simultaneously identifying areas for improvement based on informed decisions about their learning strategies (Zain & Sailin, 2019; Gwozdek et al., 2013). Nuryanto et al. (2024) explain that accessing digital platforms such as Google Classroom for ePortfolio assessments has been found to stimulate critical thinking. These platforms provide functionality and afford opportunities that facilitate feedback and reflection, further enhancing students’ critical thinking abilities (Nuryanto et al., 2024). By implementing ePortfolios, students enter a structured learning environment to engage in self-evaluation. This encourages students to collate and reflect on their work and, furthermore, to assess their potential and areas of development that leads to improved self-assessment skills (Duffy et al., 1999). ePortfolios are known to advocate for experiential learning in engineering programmes which is crucial for developing self-assessment skills. Fielke and Quinn (2009) explain that students are encouraged to reflect on their experiences and plan actions for improvement, which allows for enhancing their ability to self-assess.
Identity Construction through Curated Content
ePortfolios are increasingly recognised in affording users the ability to construct their identities through the curation of content. Schrand et al. (2018) and Rossi et al. (2006) explain that users of ePortfolios as tools are encouraged to critically reflect on their work, which enables them to draw clear connections between their past experiences and future aspirations. Through this reflective process, students are afforded the opportunity to construct their identities, as it allows them to narrate their own intellectual and personal growth over time (Schrand et al., 2018; Rossi et al., 2006). Cordie et al. (2019) make us aware that individuals, such as students, who curate content within ePortfolios, are enabled to articulate narrative themes that aid in defining their identity. This supports them to present themselves authentically in professional contexts. Carefully designed ePortfolios task students to integrate multimedia elements within their work. This allows users to create rich, multidimensional representations of their identity, which can in turn be shared with potential employers and professional networks (Clark, 2024). Lameul et al. (2015) point out that ePortfolios create interactive platforms that facilitate exchanges between students, mentors, and educators, fostering a sense of community and shared identity development.. This engagement connects students with a broader community, thus supporting lifelong learning and career development (Fenton, 2011).
Developing Digital Literacy and Technological Competence
ePortfolios serve as a dynamic platform to showcase learning outcomes, achievements, and skills, while also fostering critical thinking, creativity, and self-reflection. The integration of ePortfolios in educational settings not only enhances students’ digital literacy but also prepares them for the demands of the modern workforce. Students are encouraged to reflect on their learning experiences and to engage in self-assessment practice to track their progress. This supports them in not only understanding but also improving their digital skills (Zain & Sailin, 2019; Schwarz, 2017). Gikandi (2019) suggests that students’ digital communication skills are developed through collaborative engagements with their peers in sharing their work and receiving feedback while co-learning with their peers.
ePortfolios, according to Gikandi (2019) and Ring (2019), support competence-based learning by allowing students to demonstrate their technological skills through various artifacts and projects. This approach aligns with the needs of 21st-century learners and helps them develop the technological competence required in the modern workforce (Gikandi, 2019; Ring, 2009). Future educators are expected to effectively teach in a digitalised society. Smolyaninova and Bezyzvestnykh (2019) explain that in order to meet this demand of the digital classroom, educators must develop their ability to integrate technology into their teaching practices. Educators can ensure that their skills and knowledge to engage with technological advancements remain valid through professional development in documenting and assessing their competencies. ePortfolios afford educators this opportunity as they reflect on their competencies, skills, knowledge, and abilities and, furthermore, improve their teaching methods (Nechaeva, 2021).
CONCLUSION
ePortfolios as assessment tools are well positioned as an alternative method for student assessment and evaluation to traditional, outcome-focused assessment practices in higher education. The potential of this tool extends to cultivating holistic learning through their flexibility, authenticity, and ability to capture developmental trajectories over time. ePortfolios are far from being confined to only elite disciplines and reject the view of being burdensome to manage. ePortfolios enable students to express their learning in meaningful, creative ways while building technological competency, digital literacy skills, and reflective capacity. Lecturers equally benefit from the implementation of ePortfolios, as they offer a dynamic framework for curriculum alignment, assessment innovation, and responsive pedagogy. As the digital era continues to reshape the educational assessment landscape, ePortfolios, as transformative and alternative assessment tools, are well positioned to address these changes in creating more inclusive, developmental, and future-oriented practices.
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AUTHOR
André van der Westhuizen is currently the Head of Education at The IIE’s Varsity College Sandton campus. He is also currently registered for a Master of Education (MEd) in Higher Education Studies with a focus on academic supervisors’ experiences in supervising honours students’ research projects. He received his initial teacher training by completing a Bachelor of Education (BEd) in Further Education and Training from the University of Pretoria and holds various postgraduate degrees ranging from psychology and inclusive education to higher education and research supervision. He is actively involved in and engaged with the training of pre-service teachers. He primarily lectures on research methodology and design to final-year Bachelor of Education (BEd) students and supervises research projects. His research interests and pursuits are centred around research education, qualitative research methods, inclusive education, and issues in higher education. He was previously a high school educator, teaching senior Geography.
Email: anvanderwesthuizen@varsitycollege.co.za
