Assessment of E-Portfolio in Higher Education

Zhibek Syzdykova, Kalybek Koblandin, Natalia Mikhaylova, Olga Akinina


The e-portfolio development and introduction are based on the fact that the reflective practice of its creation allows students to document and track learning, develop a coherent picture of experience, and improve self-understanding. The study took place at Lomonosov Moscow State University (Russia); an assessment tool to design and develop electronic portfolios in the higher education system has been developed and tested in the study. A survey focused on the value of an electronic portfolio, which was positively assessed by the respondents, was conducted. The students participating in the study developed e-portfolios that described their reflections on the learning process and backed the arguments made with proof. The assessment showed that 60% of students should improve their cooperation skills while skills related to conceptualization and implementation, critical thinking and decision-making, assessment and modification, meta-cognition and progress should be developed in 44%, 33%, 52%, and 64% of students, respectively. The research results confirm that e-portfolios provide an appropriate platform for integrative learning that allows students to visualize the relationship between various concepts learned throughout the course and beyond.


assessment; integrative learning; e-portfolio; self-regulated learning; formal and non-formal learning.

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Copyright (c) 2021 Zhibek Syzdykova, Kalybek Koblandin, Natalia Mikhaylova, Olga Akinina

International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
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