RAPPORT
WWW.RECORDINGACHIEVEMENT.AC.UK
Issue 1 (2017)
Version 2 (‘structured’): This version requires
that a minimum of standardisation is introduced
at the start. This involves identifying and
documenting the ePortfolios in use in the
different areas and agreeing on a set of areas. A
step further could include designing templates for
students to use in the different areas. At the end
of the year, a sample would be selected
representing different levels of attainment (this is
a difference with version 1). Content analysis to
identify aspects of input and process identified by
the students, in a similar way as in version 2. at an institutional level.
Further development
work may be necessary before a methodology
can be implemented at institutional or
subject/discipline levels.
Version 3 (‘focused’): This version could take as
its starting point ePortfolios in their existing form
or ‘structured’ ones, but unlike version 2, it would
not seek to include ePortfolios of students with
different levels of attainment. Instead the
criterion for inclusion in the sample would be that
they depict stories of significant transformation or
leaning gain. The content analysis would be
similar to the ones described in versions 1 and 2. Baxter Magolda, M. B. (2004). Evolution of a
constructivist conceptualisation of
epistemological reflection. Educational
Psychologist, 39(1), 31-42.
doi:10.1207/s15326985ep3901_4
The results of the content analyses would then
have to be woven into a coherent narrative that
illustrates specific aspects of the TEF that an
institution wants to emphasise as its main
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