ABSTRACT
The faculty of an online Master of Education program for experienced education professionals decides to introduce an electronic portfolio (ePortfolio) requirement. They plan to use the ePortfolios as sites where students can reflect on and document their professional growth, and present themselves publicly as professionals in one of three concentrations: Higher Education Administration, Learning and Instruction, and eLearning Design. The faculty develops a suggested portfolio structure, set of instructions, and writing prompts to support students through this process, customizing the ePortfolio to the needs of adult learners who are working educators. The use of reflective portfolios in higher education dates to the late 1970s and early 1980s, when college writing and education programs adapted the portfolio concept from the fine arts. Proponents of ePortfolio assessment argue that the rich evidence in ePortfolios reveals facets of student learning that single pieces of work considered in isolation cannot.
