|Cooper (1999)||Requisite considerations at the institutional level that should be modelled when creating a student portfolio assessment project.
• Identification of skill areas
• Design of measurable outcomes
• Identification of learning strategies
• Identification of performance indicators
• Collection of evidence
|Lorenzo & Ittleson (2005b)||Guiding questions that need to be considered by any institution considering electronic portfolio adoption.
• Should an e-portfolio be an official record of a student’s work?
• How long should an e-portfolio remain at an institution after the student graduates?
• Who owns the e-portfolio?
• How should an institution promote and support the use of electronic portfolios?
• How are electronic portfolios evaluated in a manner that is both valid and reliable?
• How can institutions encourage reflection in the design and use of electronic portfolios?
|Zeichner & Wray (2001)||Guiding questions.
• What is the purpose of the portfolio: learning, assessment, or professional purpose?
• Who controls authorship and how much and how many guidelines should exist?
• How and what should the portfolios be organized around?
• What kinds of artifacts are acceptable as pieces of evidence?
• How much input and guidance should come from educators?
• How should the portfolio be assessed?
• What should happen to the portfolio after it is finished?
|Jafari (2004)||Considerations that should guide the electronic portfolio adoption and creation process
• The system’s future users,
• Potential benefits,
• Technological features,
• Usability, and Versatility.
|Butler (2006)||Common issues related to portfolio implementation and maintenance whose consideration must be a part of the decision implementation and sustaining processes
• Lack of guidelines
• Overabundance of guidelines causing restriction
• Lack of examples from previous portfolios
• Lack of guidance
• Lack of support
• Technical problems,
• Lack of technology skills of students and staff,
• Lack of time
• Poor buy in,
• Lack of security
• Student inexperience with authoring reflections,
• Unclear assessment strategies
• Lack of or too much feedback.