RAPPORT | Page 10

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