INTRODUCING E-PORTFOLIOS ACROSS A PAPER-DOMINATED UNIVERSITY: STUDENT AND STAFF VIEWS TOGETHER WITH ATTITUDES TO THE VALUE OF CHANGE Federica Oradini, Gunter Saunders (University of Westminster) Abstract: 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. Keywords: assessment, feedback, ePortfolio,elearning,online marking Background Both the Tomlinson (2004) and Schwartz (2004) group reports stress the importance of information technology to learning in the 21st century and the need for learners to be able to tailor the evidence they it for assessment. An e-portfolio allows learners to collect, select, reflect and celebrate their learning and progression and have the freedom to use multiple forms of evidence both formal and informal. An e-portfolio is typically made up of a digitised collection of resources and artifacts and can include text based materials, graphics and multimedia. In addition however an e-portfolio allows for an exchange of ideas between the owner and those who view and comment on it. This, coupled to the personal reflection of the owner, can create powerful opportunities for learning (Greenberg 2004). Compared to paper portfolios, e-portfolios offer a range of benefits including the capability to collect and present a wider range of resources, easier management of resources and enhanced flexibility with respect to access and feedback (Oduyemi and Ogston, 2006). Partly as a consequence of the reports referred to above, e-portfolios are increasingly becoming part of the educational landscape; they have significant support from educationalists who consider them an important and more developmental form of assessment. Portfolios are essentially constructivist tools and so neatly fit with the importance that is attached to the work of Vyogotsky (1978) in modern educational theory.