Introducing e-portfolios across a paper dominated university. Available from: [Accessed October 11

E-portfolios are inherently suited to effective assessment for learning. An e-portfolio can be shared at any point with peers or tutors alike, formative feedback can be given at various points in the e-portfolio building process and following this the portfolio can be finally submitted for summative assessment. In this paper the use of e-portfolios across a range of subject areas is described and evaluated. This development in the use of an electronic means to present and assess student progress involved over 2000 undergraduate students and 25 staff. Their views on the effectiveness and value of e-portfolios were subsequently sought through a questionnaire and face to face interviews. Around half of the students stated that they found it easier to put their thoughts and feelings forward through an electronic interface, finding the process of creating an e-portfolio interesting and challenging. Many students believed that making an e-portfolio helped them to think more about what they had learned and achieved whilst a lower proportion thought that making an e-portfolio helped them to organise their thoughts or work. All of the staff involved found the use of e-portfolios of value and adapted well to the demands of marking electronic forms of students ’ work.