Abstract:

This research investigates the effectiveness of ePortfolios as a comprehensive, human-centric approach to evaluation in higher education, particularly in light of the challenges brought by the widespread use of artificial intelligence (AI) tools in assessments. With AI technologies that rapidly produce texts and responses, there is growing concern over the potential for their misuse by students to engage in academic dishonesty.

The ePortfolio, increasingly present in university education, is a collection of digital information that describes learning, encourages reflection, and illustrates students' experiences. The use of ePortfolios as digital assessment tools in higher education can greatly enhance the quality of student learning outcomes. For successful adoption of ePortfolio student assessment, the learning outcomes need to be identified, clearly developed and measurable. (Eynon & Gambino, 2018). As learning objectives in higher education become more focused on developing higher-order thinking skills and real-world competencies, it is essential to align assessment methods accordingly.

With AI, it is becoming increasingly important to focus on the learning process or journey rather than solely on the product, which is evidenced in traditional examinations. Reflection can be captured throughout the learning process, rather than at the end, thus honouring the process rather than the product (Slepcevic-Zach & Stock, 2018). By following a learning pathway and receiving continuous formative feedback, students engage in a more human-centred approach to assessment, rather than only being graded on a final product, which may be generated with the help of AI. The strategy of applying clear criteria for feedback is designed to promote a true reflection of students’ work.

A team of professors at the University of Applied Sciences and Arts, Western Switzerland (UAS), are engaged in an action research approach to examine the effectiveness of ePortfolios in measuring student competencies, abilities, and knowledge. Assessments are being conducted across several faculties and modules. Faculty members and students will be asked to provide feedback regarding their user experience via questionnaires.

This shift may positively impact student learning outcomes, ensure reliable and valid assessments, and may contribute to the establishment of best practices which could be shared and replicated to benefit other modules, and faculties and study programs of the UAS.

While the study predicts initial reluctance from students and faculty members, it anticipates a shift towards more genuine assessment practices, promoting real learning experiences.

References:
[1] Eynon, B., & Gambino, L. M. (2017). High-impact ePortfolio practice: A catalyst for student, faculty, and institutional learning. Stylus Publishing, LLC.
S[2] lepcevic-Zach, P., & Stock, M. (2018). ePortfolio as a tool for reflection and self-reflection. Reflective Practice, 19 (3), 291–307. https://doi.org/10.1080/14623943.2018.1437399

Keywords:

ePortfolios, assessment, reflection, higher education.