This 20x20 presentation will cover best practice steps for setting up program-level ePortflios, with a focus on visibly demonstrating ePortflio impact and success. These can include aligning assessment criteria with program -level outcomes, ensuring consistency of rubrics, establishing baselines of pedagogical practie, and leading the ePortflio deployment process with a teaching and learning focus. The session will focus on designing for quality, measurable outputs used to make success visible, including quantitative evidence of student progress over tie, assessor and instrument analysis, and qualitative case studies of improved practice. An effctie ePortflio setup arms the ePortflio specialist with evidence for advocatig the ePortflio as a high-impact teaching and learning tool. Sam is the Learning Designer at the University of Queensland working exclusively in e Portflio deployment and support. He has assisted numerous schools and programs across the university to harness ePortflios for learning and assessment, guiding processes of outcome/assessment mapping, rubric creating, and assessment instrument redesign, as well as establishing effective workflows for e Portflio deployment. Sam has a Master of Education (Information & Communication Technologies) and many years of previous experience in secondary education, education management and educator training.

1. Making Success Visible
Sam Harris
Learning Designer:
ePortfolio

2. • Faculty of Health & Behavioural Sciences
– Bachelor of Nursing
– Bachelor of Midwifery
– Bachelor of Nursing and Midwifery
– Master of Nursing Studies
– Master of Nurse Practitioner Studies
– Bachelor of Pharmacy (Honours)
– Graduate Certificate in Pharmacy Practice
– Master of Dietetics Studies
– Bachelor of Dental Science (Honours)
– Master of Speech Pathology Studies
– Master of Occupational Therapy Studies
– Master of Business Psychology
– Bachelor of Health, Sport & Physical Education
– Bachelor of Social Work
– Master of Social Work Studies
– Master of Psychology
– Bachelor of Speech Pathology Studies
• Faculty of Medicine
– Doctor of Medicine (Pilot)
– Bachelor of Health Sciences
• Faculty of Engineering, Architecture & Information
Technology
– Bachelor of Engineering (Honours)
– Master of Engineering: Professional Experience
Context: Current & Future ePortfolio programs
• Faculty of Business, Economics & Law
– Master of Business (MGTS7621 Career
Transition)
– Master of Tourism, Hospitality & Event
Management (TOUR7040 Professional
Experience)
• Faculty of Science
– Bachelor of Veterinary Science
– Bachelor of Veterinary Technology
– Bachelor of Equine Science
– Bachelor of Occupational Health & Safety
Science
• Faculty of Humanities & Social Sciences
– Bachelor of Arts (WRIT3613 Making History)
– Bachelor of Criminology & Criminal Justice
(Honours)
– Master of Teaching (Primary)
– Bachelor of Music (Honours)

3. • Advocating for “another platform”
• Teaching & Learning impact can be difficult to
make tangible
• Cutting through: How to make people care?
Making success visible: Defining the problem

4. • Quantitative Evidence – Data capture and
analysis
• Qualitative Evidence – Build a bank of
successful use cases
• Share the Success – Build a Community
Potential Solutions

5. Quantitative Evidence
Aligning Assessment Criteria with Competencies/Outcomes
Courtesy of Ms Peta Winters-Chang

6. Run with Time Intervals by:
• Student to demonstrate individual progress over time
• Group to demonstrate cohort differences or (better yet),
impact of adjusted teaching and learning practices
Courtesy of Ms Peta Winters-Chang
Quantitative Evidence
Aligning Assessment Criteria with Competencies/Outcomes

7. Quantitative Evidence
Student-focused Outcome Tracking

8. Quantitative Evidence
Establishing baseline of student performance
Courtesy of Dr Peter Moyle

9. Quantitative Evidence
Analysis by Criteria
Courtesy of Dr Peter Moyle

10. Quantitative Evidence
Analysis by Criteria by Assessor
Overall Cohort
Assessor D
Courtesy of Dr Peter Moyle

11. Qualitative Evidence
ePortfolio Models of Use
Track Development
Tracks student performance across chosen performance indicators over
time. This can allow for student goal-setting and tracking (student-centred),
as well as effectively charting student progress against the Program learning
objectives, skills and competencies (teacher-centred).
Collaborate
Provides a platform for the creation of learning activities based
upon student collaborative production and peer assessment.
Reflect
Develops self- and peer-reflective practices within students. This
allows students to contextualise their work within their academic
and professional growth.
Showcase
Provides students with a means of presenting an array of
exemplary work. This can be used by the student after graduation
for professional accreditation, while seeking employment, and for
establishing an academic/professional identity.

12. Qualitative Evidence
Tracking Development - Dietetics
Courtesy of Ms Cheryl Collins

13. Courtesy of Ms Cheryl Collins
Qualitative Evidence
Tracking Development - Dietetics

14. Master of Teaching (Primary)
• Students use the ePortfolio to
demonstrate accreditation for
Education Queensland
• Guidance given in showing
evidence against the AITSL
standards framework
Qualitative Evidence
Showcase

15. Future Showcase direction
UQ Employability Award
• Students use the ePortfolio to capture their extracurricular activities
towards the UQ Employability Award
• This embeds the UQ ePortfolio as a standard means of collecting
evidence around the broader student experience

16. • Teaching & Learning
Committees
• Video Case Studies
• Exemplar Materials
• ePortfolio Community of
Practice
Sharing the success

17. Sharing the success
Showcase Exemplars
Created by Ms Jessica Tsai

18. Sharing the success
ePortfolio Community of Practice
Currently 32 members with ~15 active members
Mixture of Professional & Academic staff
Formal Purposes:
• Determining best practice across ePortfolio use
• Identifying new means of leveraging the tool for effective teaching and
learning
• Collaborative problem solving of implementation issues within Programs
and Courses
• Stewarding knowledge to ensure continuity of practice
Informal Purpose:
• A place to share and celebrate victories, commiserate over setbacks, swap
tips and resources, and chat off-the-record with those who are going
through a similar experience

19. • Advocating for “another platform”
– The “right tool for the right job”
– Demonstrate value not able to be shown otherwise
• Teaching & Learning impact can be difficult to make
tangible
– Quantitative data to demonstrate impact
– Qualitative case studies easily citable examples
• Cutting through: How to make people care?
– Exemplars to show what is possible
– Share stories of success with invested others
Answering the problem

20. Project Sponsor: Professor Sarah Roberts-Thomson
Project Managers: Tamara Pratt, Renee Golding & Greta Scott-Hunter
Project Team:
Jessica Tsai
Dr Sam McKenzie
Elizabeth Wardrop
Ailsa Dickie
Nathan La Burniy
Sam Harris
Project Team (Past & Present)