Authentic Assessment Category 2

Here is a collection of articles written on the EdVisions model and network schools.

Authentic Assessment articles

*All articles are available upon request by emailing

Category 2: Electronic standards tracking/reporting system and electronic student portfolios.

Baldwin, T. (2017). What is student data and how do we go about protecting our students: A better understanding of student data will help schools and districts better protect our studentsLeadership46(4), 8.

The article discusses the challenge of schools and school districts in providing student data protection. Topics covered include the definition of student data as a personally identifiable information and educational records of a student, systems that gather student data like Student Information Systems and Learning Management Systems, and the creation of a data security plan that is compliant to laws like Children's Online Privacy Protection Act and the Protection of Pupil Rights Amendment.

d'Erizans, R., & Bibbo, T. (2015). Time to reflect e-portfolios and the development of growth mindsetsIndependent School74(2), 78.

The article discusses the benefits of the creation and use of e-portfolio systems in schools. Particular focus is given to the metacognitive nature of portfolios in supporting student development of a growth mindset. It highlights how e-portfolios facilitate opportunities for students to account and reflect on their social, emotional, and intellectual development as well as looks at the role of reflection and metacognitive strategies in the learning process.

Geiger, S., & Arriaga, A. (2012). First steps in implementing a high school e-portfolio programLibrary Media Connection31(2), 50.

The article discusses the development and implementation of e-portfolios for high school students at Moreau Catholic High School in Hayward, California, providing advice for other schools wishing to utilize e-portfolios. It addresses the teaching of positive professional online digital footprints, copyright laws, and collaboration with others via the Internet.

Husid, W., & Wallace, V. (2015). The capstone e-portfolio: Showcasing critical thinking and building identitiesLibrary Media Connection33(6), 40.

The article discusses approaches that librarians, teachers, guidance counselors, and information technology (IT) professionals can use to support the development of online student portfolios (e-portfolios) and describes the benefits of e-portfolios. Topics addressed include the role high school English teachers in portfolio development, how portfolios meet standards set by the International Society for Technology in Education (ISTE), and the establishment of a positive online identity.

Shriver, C. (2014). ePortfoliosIndependent School73(2), 70-76.

The author discusses the school-wide eportfolio (electronic portfolio) program at Garrison Forest School, a Maryland boarding school for girls, that is used as a technological assessment tool to promote creativity, personalization, and transparency. Noted reasons for the program included increasing self-awareness among students, developing dispositions for learning and self-development, and allowing students to think beyond their grade. Details on the program through each level of grades K-12 are provided.