Closing the distance in ODL : e-portfolio assessment

Abstract

In outcomes-based education (OBE), outcomes, not content, must be assessed. Formative assessment takes place during the teaching and learning process, whereas summative assessment refers to assessment that is used for making a judgment about the achievement of an outcome. Authentic assessment mirrors the real world and is integrated with learning as learners are viewed as active participants in the learning process. Integrated assessment assesses a number of outcomes simultaneously, using a combination of assessment methods and instruments. One appropriate method that can be used to include summative, authentic and integrated assessment in a qualification would be the inclusion of a capstone module, to be taken in the final year of study. The purpose of such a module is to integrate the learning that has taken place throughout the programme and assess if the exit outcomes have been achieved. A well-designed portfolio will meet the teaching goals of engaging the students in the higher order cognitive of activities of reflection and creativity. Furthermore, the assessment of a portfolio opens the door for nonvenue-based assessment; a driving force in open distance learning (ODL) assessment.