Teaching development grants final and financial report: Developing and evaluating e-portfolio for the final year project (FYP)

An e-portfolio is typically a collection of work or 'artifacts' selected by a student to: ●showcase his or her abilities; ●provide evidence that learning has occurred; ●evidence that learning outcomes have been met. In addition to these artifacts or 'evidence of learning' there is often an element of reflection on the tasks reported. The most attractive feature of an e-portfolio is the high student involvement in putting together the contents of an e-portfolio, often through discussion or negotiation with teacher. The portfolio provides a more rounded and reliable assessment of learning achieved than written examinations or essay assignments alone. Because of the ownership of the portfolio by the student, each portfolio is individual and unique. The proposed TDG will try to develop an e-portfolio of collecting student works (such as literature, results, and final report write-up), teacher's e-comments, peer online evaluation, and student self-evaluation. The rubrics of evaluating e-portfolio are two folds. The first is the assessment of generic rubrics, this will be evaluated in 7 generic areas, such as problem solving, critical and reflective thinking, creative and innovative thinking, ethical understanding and decision making, effective communication, social interaction, and global and multi-cultural perspective. The second fold is the assessment of specific rubrics set from the course outline (CILOs - Course Intended Learning Outcomes) and student interest. Students are asked to set their own rubric for assessing their learning. All assessments are evaluated by students themselves and teacher. All assessments are kept and plotted with a graph to show student learning process throughout the course. Student can understand their learning process with their own graph