The implementation of ePortfolios

in my educational setting aims to

enhance student engagement,

goal-setting, and self-reflection

while transitioning from traditional

physical binders to dynamic digital

portfolios. This initiative fosters

authentic learning experiences by

allowing students to document their progress, showcase their achievements, and connect their learning to real-world applications. Grounded in my literature review, this project addresses the limitations of traditional assessment by promoting student agency and voice, as emphasized in the COVA model.

 

Providing students with the opportunity to actively participate in documenting and presenting their learning speaks directly to the first element of the COVA framework—Choice. When students are given the freedom to decide how they want to organize, structure, and share their learning journey, they begin to take greater ownership of their education (Harapnuik, 2018). This personalization not only increases engagement but also supports the development of a growth mindset as learners reflect on progress and take initiative in setting and pursuing goals.

 

This innovation aligns closely with Fink’s 3 Column Table, ensuring that learning goals, in-class activities, and assessments are meaningfully connected. Through ePortfolios, students engage in self-reflection, make interdisciplinary connections, and build personal relevance into their learning—all essential components of significant learning experiences.

Ultimately, this innovation plan supports the Action Research Question: How does implementing ePortfolios impact student engagement, goal-setting, self-reflection, and real-world learning connections compared to traditional binders? 

 

By giving students the tools and autonomy to track their own growth in a digital format, this project not only enhances learning outcomes but also prepares students for lifelong learning in an increasingly digital world.