Primarily, working through the process of creating a tangible portfolio product, regardless of what platform it is in, is where and how the learning occurs. As students learn throughout the school year, or an entire program of study, the ePortfolio and can be the end result that shows a progression of learning. Karen Barnstable outlines this idea very effectively in her 2010 blog post, 41 Benefits of an ePortfolio. When students have opportunities to pick and choose, edit and mold the products to fill their portfolio, the learning becomes more authentic. The ePortfolio can exhibit a student’s pride work, where they are able to share the artifacts and ideas that they created. As students develop their portfolios, there will be very clear ownership and voice. I imagine in one classroom, no two portfolios will look exactly alike if teachers are able give students room, time and freedom to create.

An ePortfolio has the potential of telling the story of a student’s journey of learning, which can be far more valuable than a traditional paper pencil or online multiple-choice test. It can give the observer, whether it is the teacher, parent or future employer, a glimpse into the abilities of the student which may be immeasurable by traditional methods. This type of product also lends itself well to supportive and helpful feedback, which can be one of the most powerful influences on learning and achievement, according to John Hattie and his work on visible learning.  Effective feedback can have a powerful impact on students’ perceptions of their abilities and their willingness to take learning risks in the future.