ePortfolio practice focuses on reflective pedagogies and iterative submissions of student assessment responses. Students are encouraged to store learnings in their ePortfolio to showcase their strengths to different audiences. Innovations in practice come and go depending on buy-in and resource allocation. Once again, the world is significantly changing and the ‘new’ future of post COVID-19 remains ambiguous. In this paper, we propose a paradigm shift that facilitates a dialogic process around the collection of feedback a student receives in their ePortfolio. The design of an assessment regime sets the stage for active student participation in curating their individual feedback from self, peers, educators or industry. The aim of this process is for students to get a personalised reconstruction of their learning progress, through collaborative and social learning opportunities. In this paper we will offer further explanation of how this paradigm impacts practice in today’s digital era.

1. Increased Student Participation in Feedback
using ePortfolios: Shifting to a new paradigm
Australian Forum 2021 Paper Presentation
Shari Bowker & Dr Christine Slade
Institute for Teaching and Learning Innovation
c.slade@uq.edu.au and s.bowker@uq.edu.au

2. CRICOS code 00025B
1. Briefly outline feedback challenges
2. Draw out practice implications of recent
feedback literature
3. New paradigm of feedback
4. What is student feedback literacy?
5. Translating the new ideas about feedback into
ePortfolio design
6. Supporting the development of student
feedback literacy
The aims of our presentation…
Increased Student Participation in Feedback
using ePortfolios | 20 Oct 2021 2
Institute for Teaching and Learning Innovation

3. CRICOS code 00025B
CRICOS code 00025B
Final
assessment
task (limited
feedback
because
end of
course)
Week 11 -
prepare
for final
task, rubric
Weeks 9-10
content
Week 8
Feedback
on mid
tasks
Week 7 Mid
assessment
task
Weeks 6
Prep for
mid task
(how to
prepare,
rubric,
what's
expected
Weeks 5
includes
feedback
(individual
and/or
general)
Week 4
Early
assessment
task
Weeks 1-3
Content
Design in
Course
Profile
Example timeline of current feedback processes
3
[Entity Name]
Institute for Teaching and Learning Innovation
Increased Student Participation in Feedback
using ePortfolios | 20 Oct 2021

4. CRICOS code 00025B
Current Feedback Methods
Institute for Teaching and Learning Innovation
4
Publications & Resources – Feedback for Learning (monash.edu.au)
Observations
• Educator heart for student
• Most PD for educators not students
• Student passive role in feedback
• No opportunity for future improvement
Increased Student Participation in Feedback
using ePortfolios | 20 Oct 2021

5. CRICOS code 00025B
http://newmediaresearch.educ.monash.edu.au/feedback/framework-of-effective-feedback/definition/
Optimal feedback spirals
Institute for Teaching and Learning Innovation
5
Increased Student Participation in Feedback
using ePortfolios | 20 Oct 2021

6. CRICOS code 00025B
• Increasing student numbers within cost-constrained teaching environment limits the ability for educators to
provide regular and personalised feedback to each student (Boud & Molloy, 2013).
• Students’ reliance on educators as the sole source of feedback does not prepare them to engage within
the feedback cultures of the workplace (Noble et al., 2020; Winstone & Carless, 2020)
• Such concerns about how to implement effective feedback processes continues to be investigated in
higher education literature, with some attention how ePortfolios can support student participation with
feedback,
 including dialogic peer interactions (Ehiyazaryan-White, 2012)
 and iterative feedback cycles to promote self-regulated learning (Lam, 2014).
Literature: Concerns about Feedback
6
Institute for Teaching and Learning Innovation
Increased Student Participation in Feedback
using ePortfolios | 20 Oct 2021

7. CRICOS code 00025B
Student participation in feedback: a new paradigm
7
Students as active
participants in feedback
Assessors deliver
feedback
DESIGN
Institute for Teaching and Learning Innovation
Increased Student Participation in Feedback
using ePortfolios | 20 Oct 2021

8. CRICOS code 00025B
Student feedback literacy is…”the understandings,
capacities and dispositions needed to make sense
of information and use it to enhance work or
learning strategies.” (Carless, & Boud, 2018).
Student Feedback Literacy
Image by 00luvicecream from Pixabay
8
Institute for Teaching and Learning Innovation
Increased Student Participation in Feedback
using ePortfolios | 20 Oct 2021

9. CRICOS code 00025B
Appreciating
feedback
Appreciate their active
role, rather than being
passive
Recognise different
sources of feedback
Use tech to curate and
work with feedback
Making
Judgments
Develop capacity for
evaluative judgement
Participate in effective
peer and self-evaluations
Managing
Affect
Manage emotions, avoid
defensive reactions
Seek and generate
feedback to improve work
or learning strategies
Taking Action
Are aware of their role to action
feedback
Synthesise feedback from various
sources and use opportunities to
apply feedback.
Four elements of Student Feedback Literacy
9
Adapted from Carless, & Boud (2018)
Institute for Teaching and Learning Innovation
Increased Student Participation in Feedback
using ePortfolios | 20 Oct 2021

10. CRICOS code 00025B 10
Supporting student
appreciation of
feedback
Learning to recognise various feedback
sources. Understanding their active
role in engaging in feedback dialogue
Longitudinal feedback journals capture daily/weekly
feedback dialogues.
Feedback coversheets with presentation of projects,
writing pieces, authentic assessments
Self and peer review processes
develops capacity for evaluative
judgement and promotes self-
regulation of learning
Self-evaluation with assessments or supervisor reports,
to compare own judgements to those of the assessor
Generating internal feedback through comparisons.
Capturing peer feedback with reflective narrative of the
intended improvements
Helping students to manage their
emotions, avoiding defensiveness or
feeling angry – shifting focus to
improving work or learning strategies
Reflective prompts in the ePortfolio on what they think
and felt about the feedback interaction followed by
identifying directions for improvement – track emotional
reactions over time
Developing awareness to action
feedback, shifts feedback from just
information to ‘sense-making’ and
closes a feedback loop
Design of multi-stage or iterative sequences of tasks in
the ePortfolio facilitate student engagement and action
with feedback. Action plans after generating/receiving
feedback on how they plan to use feedback in
subsequent activities.
Practice in making
judgements
Supporting students
to manage affect
Enabling students to
take action
The educator role in the development of student feedback
literacy
Institute for Teaching and Learning Innovation
Increased Student Participation in Feedback
using ePortfolios | 20 Oct 2021

11. CRICOS code 00025B
Using ePortfolios to support student feedback literacy
11
Supporting student
appreciation of
feedback
Learning to recognise various feedback
sources. Understanding their active
role in engaging in feedback dialogue
Longitudinal feedback journals capture daily/weekly
feedback dialogues.
Feedback coversheets with presentation of projects,
writing pieces, authentic assessments
Self and peer review processes
develops capacity for evaluative
judgement and promotes self-
regulation of learning
Self-evaluation with assessments or supervisor reports,
to compare own judgements to those of the assessor
Generating internal feedback through comparisons.
Capturing peer feedback with reflective narrative of the
intended improvements
Helping students to manage their
emotions, avoiding defensiveness or
feeling angry – shifting focus to
improving work or learning strategies
Reflective prompts in the ePortfolio on what they think
and felt about the feedback interaction followed by
identifying directions for improvement – track emotional
reactions over time
Developing awareness to action
feedback, shifts feedback from just
information to ‘sense-making’ and
closes a feedback loop
Design of multi-stage or iterative sequences of tasks in
the ePortfolio facilitate student engagement and action
with feedback. Action plans after generating/receiving
feedback on how they plan to use feedback in
subsequent activities.
Practice in making
judgements
Supporting students
to manage affect
Enabling students to
take action
Institute for Teaching and Learning Innovation
Increased Student Participation in Feedback
using ePortfolios | 20 Oct 2021

12. CRICOS code 00025B
Using ePortfolios to support student feedback literacy
12
Supporting student
appreciation of
feedback
Learning to recognise various feedback
sources. Understanding their active
role in engaging in feedback dialogue
Longitudinal feedback journals capture daily/weekly
feedback dialogues.
Feedback coversheets with presentation of projects,
writing pieces, authentic assessments
Self and peer review processes
develops capacity for evaluative
judgement and promotes self-
regulation of learning
Self-evaluation with assessments or supervisor reports,
to compare own judgements to those of the assessor
Generating internal feedback through comparisons.
Capturing peer feedback with reflective narrative of the
intended improvements
Helping students to manage their
emotions, avoiding defensiveness or
feeling angry – shifting focus to
improving work or learning strategies
Reflective prompts in the ePortfolio on what they think
and felt about the feedback interaction followed by
identifying directions for improvement – track emotional
reactions over time
Developing awareness to action
feedback, shifts feedback from just
information to ‘sense-making’ and
closes a feedback loop
Design of multi-stage or iterative sequences of tasks in
the ePortfolio facilitate student engagement and action
with feedback. Action plans after generating/receiving
feedback on how they plan to use feedback in
subsequent activities.
Practice in making
judgements
Supporting students
to manage affect
Enabling students to
take action
Institute for Teaching and Learning Innovation
Increased Student Participation in Feedback
using ePortfolios | 20 Oct 2021

13. CRICOS code 00025B
Thank you
Any Questions?
References:
David Boud & Elizabeth Molloy (2013) Rethinking models of feedback for learning: the
challenge of design, Assessment & Evaluation in Higher Education, 38:6, 698-712, DOI:
10.1080/02602938.2012.691462
Ehiyazaryan-White, E. (2012). The Dialogic Potential of ePortfolios: Formative
Feedback and Communities of Learning within a Personal Learning Environment.
International Journal of ePortfolio, 2(2), 173.
Ricky Lam (2014) Promoting self-regulated learning through portfolio
assessment: testimony and recommendations, Assessment & Evaluation in Higher
Education, 39:6, 699-714, DOI: 10.1080/02602938.2013.862211
Noble, C., Sly, C., Collier, L., Armit, L., Hilder, J., & Molloy, E. (2019). Enhancing
Feedback Literacy in the Workplace: A Learner-Centred Approach. In Augmenting
Health and Social Care Students’ Clinical Learning Experiences (pp. 283–306). Springer
International Publishing. https://doi.org/10.1007/978-3-030-05560-8_13
Winstone, N. E., & Carless, D. (2020). Designing effective feedback processes in higher
education : a learning-focused approach. Taylor & Francis CAM : Routledge.
@shari_bowker
@DrCSlade
@uqITaLI