RAPPORT
WWW.RECORDINGACHIEVEMENT.ORG
Issue 1 (2015)
Type A
Main purpose: to create a
representation of the user as a
unique and valuable individual
Type B
Main purpose: to gather
specific evidence of the user’s
development of specific
qualities, and to support this
process of gathering evidence
Typical format (what is valued?): Typical format (what is
the user generally addresses valued?):
an audience in the first
a clear basic structure is
person
predetermined, setting out
requirements; little or no
‘creativity’ which is generally
choice about the type of
seen as an adjunct of the
material to be included
degree to which the user has
templates (structured
succeeded in expressing
individual identity
guidance) are embedded
within the portfolio - either
choices made by the user
as freestanding
about the juxtaposition of
documents or as pages
evidence are significant
with spaces to fill
while material included may
reflect passage of time (e.g. a mentor/supervisor/ tutor
has right of access and
to show development) the
can comment on individual
tool itself doesn’t necessarily
items OR the user is
facilitate this e.g. with timeexpected to make items
stamped or chronologically
available for discussion,
arranged entries.
perhaps in f2f meetings
Particular value: when it is the
Particular value: in
case that creating the portfolio
professional programmes
does actually reinforce the
where there is an expectation
user’s sense of identity and is
that learners will learn through
experienced as an enjoyable
reflecting on their
and empowering activity
experiences; especially to
capture learning from the
workplace
Audience: may be entirely
Audience: almost entirely the
private; shared with a significant tutor/supervisor/mentor;
other; shared for assessment
external examiners
purposes but most typically on
liberal arts programmes;
possibly shared with prospective
employers but may be too
personal.
Typical software: most
Typical software: may be a
proprietary e-portfolio tools
tool designed by a particular
seem to be designed to cater for discipline/profession; or
this type of e-portfolio. Website
templates could be imported
design tools and digital storyinto a generic tool. In some
telling tools would also work in
cases a blogging tool might
some contexts
serve the purpose better than
a more standard e-portfolio
tool
Type C
Main purpose: to demonstrate
achievement of specific
competencies for purposes of
accreditation
Typical format (what is
valued?):
standards/rubrics which set
out requirements of a
specific competency
framework are embedded,
can be used for navigation
evidence for each element
of the competency will be
expected, probably in a
specific ‘place’ or crossreferenced from a matrix of
requirements
evidence that the elements
have been assessed as
meeting the required
standards may also be
included – thus, this type of
e-portfolio could consist
entirely of digital badges
Particular value: to demonstrate
achievement in job applications
etc. especially where there are
very specific skills requirements
and/or accreditation by a
recognised body is required
Audience: primarily prospective
employers
Typical software: proprietary eportfolio tools can cater for this
with some adjustments.
Professional bodies may prefer
to design their own tools.
Badge ‘backpacks’ could also
serve this purpose.
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