Student-Writing Portfolios:

From the 3-Ring Binder to the
“E”-Ring Binder
A look at the merging relationship between technology and student-writing portfolios.

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     For many years schools have been using the paper-based portfolio to authenticly assess, among other things, student writing.  Yet, there are no clear parameters determining what a portfolio should or should not be used for.  The U.S. Department of Education describes their uses in the classroom:  "Students have been stuffing assignments in notebooks and folders for years, so what's so new and exciting about portfolios? . . . Many teachers have recently begun using portfolios in all curricular areas.  Portfolios are useful as a support to the new instructional appproaches that emphasize the student's role in constructing understanding. . . For example, in writing instruction, portfolios can function to illustrate the range of assignments, goals, and audiences for which a student produced written material." -USDOE

    We believe that the advancement of the portfolio parallels the advancement of technology.  The traditional paper-based portfolio is moving toward an electronic format - The 3-Ring Binder is becoming an E-Ring Binder.  Of revolutionary significance, the E-Ring Binder allows for the portability of academic achievement.  The physical burden of cumbersome folders and binders is replaced by a simple web address or cd-rom.  Furthermore, the information contained in the new age portfolio is more readily shared among the academic community.

    For a  more in depth review of electronic portfolios, refer to ERIC
 

    In addition to student reflection and teacher assesment, electronic portfolios are used by dozens of institutions across the country for a wide variety of purposes.  The American Association for Higher Education has a remarkable resource that examines institutional usage of portfolios from advising to integration of curriculum.

    Another valuable use for the electronic portfolio is in the meeting of National Council for Accreditation of Teacher Education (NCATE) accreditation standards for teacher certification programs and the National Council of Teachers of English (NCTE) guidelines for teacher certification.  For example, pre-service teachers in the state of Illinois must document examples of their work that meets or exceeds state requirements prior to obtaining their certification.  Furthermore, public institutions must demonstrate the efficacy of the program using portfolios.

Ball State Univerisity's Portfolios in Preservice Teacher Education
(Added by Michael Day, April 13, 2002, courtesy of Rich Rice)
 

    Other examples of electronic portfolio use include the "Urban Universities Portfolio Project:  Assuring Quality for Multiple Publics."  (UUPP)  This site examines the creation of "institutional portfolios and an innovative auditing process."  The scope of this project is to establish effective communication "between colleges and universities, and their external publics. . . [and] acknowledge the need for ample and appropriate evidence of institutional effectiveness."  In this manner, institutions can use portfolios to establish a partnership with their supporting communities.
 
 

In the course of our research we came across several scholars who participate in and shape the dialogue regarding electronic portfolios.  This is by no means an all-encompassing list.

Dr. Helen Barrett, University of Alaska is a leading authority in the field.

Kathleen Blake Yancey, University of North Carolina Charlotte co-founded and co-edits the journal Assessing Writing.

Maria A. Clayton, Middle Tennessee State, informatively discusses portfolio based composition.

Peter Elbow, University of Massachussets Amherst, director of the writing program

Pat Belanoff, Interesting bibliography on hypertextual collaboration in the electronic classroom

Dr. Zella Boulware et. al., University of North Florida, example of using electronic portfolio for teacher education