How "White Papers" in ePortfolios Document Student's Learning Skills

Abstract

This chapter describes the “Undergraduate ePortfolio Project” used in the Department of Communication, University of Toledo. The author argues, from a constructivist perspective, that the success of an ePortfolio project lies in its content, not its form. Included are the theoretical underpinnings of this project, the pedagogical design, and the assessment rubrics. The pedagogical section describes how the department revised its writing assignments for the portfolio, offers suggested writing projects, describes the generic assignment sheet used by the department, and offers sample student papers. The assessment section presents specific rubrics for evaluating the practical nature of portfolio writings.