RAPPORT
WWW.RECORDINGACHIEVEMENT.ORG
Issue 1 (2015)
more or less portfolio-like. To a great extent these
criteria are subjective, and certainly not
exhaustive, but to begin the list one might look for:
• Depth not length – the presentation is more than
the words of an essay simply copied into an
eportfolio. It is written in a portfolio-style with
hyperlinking, cross-referencing, layering and
other signposts which point to multiple levels of
information;
• Intentionally designed – there is a structure of
some kind that suggests a story, a narrative, or a
purpose. Often the structure is designed to reveal
a learning process;
• Adds value – that is, when presented in this
format there is an additional something which
would be difficult to achieve in a different medium.
This might be as simple as the inclusion of media
to demonstrate learning;
• Iterative (and ipsative) – the presentation draws
upon evidence generated from earlier learning, or
signposts possible future learning. There may
also be an inferred sense of individual
development, especially if the task portfolio is one
of a series e.g. lab expe ɥ