Conference on College Composition and Communication, November 2007, Revised March 2015
Introductory Premises
Composition professionals in post-secondary institutions—composition faculty, writing program administrators, and technology staff—share concern and responsibility for helping students learn to write at a college level, using the most effective communication technologies. Disciplinary practice and research suggest that portfolio assessment has become an important part of the learning-to-write process.
In turn, electronic portfolios (e-portfolios) have become a viable institutional tool to facilitate student learning and its assessment. E-portfolios can be “web-sensible”—a thoughtfully arranged collection of multimedia-rich, interlinked, hypertextual documents that students compose, own, maintain, and archive on the Internet or in other formats. Web applications designed to support e-portfolio composition can offer additional opportunities for providing structure, guidance, and feedback to students, and can provide students with opportunities to connect selectively with multiple audiences.