This chapter focuses on the tension between product and process ePortfolios, or formative ePortfolios used to enhance student learning versus summative ePortfolios used for data mining and program evaluation.
Additionally, it discusses the concept of Chen and Mazow’s (2002) “folio thinking,” and extends this concept further to what the authors call “eFolio thinking.” The authors argue that Chen and Mazow’s “folio thinking” could serve as a solid foundation for any portfolio assessment: “encourage students to integrate discrete learning experiences; enhance students’ self-understanding; promote students’ taking responsibility for their own learning; [and] support students in developing an intellectual identity (Chen & Mazow, 2002, p. 2)” (228).
Additionally, eFolio thinking, according to Zaldivar et al., offers at least four other enhancements:
1. It is easier to manage
2. It is easier to share with a wider range of people
3. It is easier to gather more data and perform “more meaningful data analysis” (228)
4. It is easier to transport, therefore it can support long-term growth
Finally, the authors offer two examples of ePortfolio assessments at Virginia Tech to illustrate the balance between product and process, and to argue for more folio and eFolio thinking.