Using Technology for Authentic Assessments

 

Using Technology for Authentic Assessments

            When students engage in real-world tasks and apply their knowledge and skills to show their learning, authentic assessment occurs. Teachers must be able to evaluate if a student can apply their new knowledge in different contexts (Assessing Authentically, n.d.). Technology is essential when students engage in these tasks in order to gain the skills needed to be successful in the 21^st century workforce. E-portfolios allow students to digitally organize and archive their learning over a period of time (Basken, 2008). E-portfolios can cultivate motivation and engagement from students who are given a choice about what artifacts they want to include in their e-portfolio (Tosh et al., 2005).

Reflection with E-portfolios

When students reflect on the creation of their E-portfolio, they are able to see their learning as a process that builds (Bass and Eynon, 2009). When students reflect on their learning through the use of an e-portfolio, they are able to see their progress and take steps to improve in the future. Self-reflection is important for students and teachers to practice to continue to grow and learn. 

Eportfolio and Accessibility

            E-portfolios must be easily accessible for students to ensure they are able to add and organize their artifacts. Teachers must take the time to show students how to use, access, and manipulate their e-portfolio. This scaffolding allows students to be independent when adding, deleting, and organizing their artifacts. When students perceive they have choices in their learning, they take ownership of their learning (Kreber et al., 2014).  Eportfolios allow students to make connections and show their learning outside the classroom walls.