• Clear and well communicated task instructions make a big different to the quality of student portfolios. E.g: what is expected in the portfolio in terms of content/evidence, the kinds of media to use or not use, layout suggestions/expectations, provision of exemplars.

• Clear hotwo instructions in the form of short chunked videos or screenshots with instructions make a big difference to students ability to use Mahara.

• Making expectations/requirements explicit and communicating them effectively and just-in-time - i.e. when the student engages with the portfolio the requirements should be readily available.
• Create Mahara templates with requirements and examples embedded in the template, this way students can copy the template as their own page, and replace place-holder content with their own over time as they gather evidence and create the portfolio.

Assessing with ePortfolios:  https://teaching.unsw.edu.au/assessing-eportfolios#

Types of Assessment Methods: http://ar.cetl.hku.hk/am_portfolio.htm

see: https://guard.canberra.edu.au/policy/policy.php?pol_id=2900

ePortfolio Assessment
3.21 Certain units may be approved by Academic Board as using ePortfolio assessment
methodology.
3.22 Use of ePortfolios must be embedded in the curriculum and aligned to learning
outcomes and assessment.
3.24 Use of ePortfolios can be used in both formative and summative assessment.
3.25 Information on ePortfolio assessment must be detailed in the Unit Outline.
3.26 Marking guidelines for students in assessment by ePortfolio must use clear rubrics.
3.27 Information contained in ePortfolio systems must respect confidentiality due to the
shared nature of ePortfolios, persistent nature of digital artefacts, and unforeseeable
future use of the information.