AAEEBL Digital Ethics Principles v.2: version 2 Main Menu Principle Summaries and Table of Contents Review all thirteen principles' abstract summaries and navigate to different parts of the document. Introduction: How to Use This Document Support Institutions should provide appropriate support for students, educators, administrators, and staff who create ePortfolios. Promote Awareness Institutional administrators, staff, and educators are responsible for promoting awareness of digital ethics in ePortfolio making. Practice ePortfolio creators need opportunities to develop and practice the digital literacies necessary to create accessible and effective ePortfolios. Evaluating ePortfolios ePortfolio evaluation should consider process, inclusion, reflective practice, and alignment with the stated objectives of the context in which the ePortfolio was created. Diversity, Equity, Inclusion, Belonging, and Decolonization (DEIBD) Educators are aware of equity-related challenges and address learning needs related to each student’s identity, culture, and background as they create ePortfolios. Accessibility All ePortfolio platforms and pedagogy should be thoroughly vetted for accessibility according to the standards identified by one’s culture, government, or profession. Access to Technology Adequate access to technology must be available for all students, and ePortfolio software should be accessible with institutional devices. Respect Author Rights and Re-use Permissions ePortfolio creators should understand and respect author rights, best practices for re-use, and representation. Privacy ePortfolio creators should have ultimate control over public access to their portfolios and the ability to change the privacy settings at any time. Consent for Data Usage ePortfolio platform providers need consent to collect and store data from ePortfolio creators. Content Storage ePortfolio creators should know where their content is stored, who has access, and how to remove it. Cross-Platform Compatibility ePortfolio creators should be able to make and view ePortfolios across any device, browser, and operating system with equitable ease of use across devices. Visibility of Labor The labor required by students, educators, and administrators to create, develop, implement, support, and evaluate ePortfolios should be visible, sustainable, compensated where appropriate, and counted toward evaluation and advancement. Glossary of Key Terms Full List of Resources AAEEBL Digital Ethics Task Force Membership Digital Ethics Task Force membership Task Force Scholarship The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force

Evaluating ePortfolios, Resources

39292 Diversity, Equity, Inclusion, Belonging, and Decolonization (DEIBD) Educators are aware of equity-related challenges and address learning needs related to each student’s identity, culture, and background as they create ePortfolios.

    1. Blum, S., ed. (2020). Ungrading: Why Rating Students Undermines Learning (and What to Do Instead). West Virginia University Press.
    2. Floridi, L. (2018). Soft ethics, the governance of the digital and the General Data Protection Regulation. Philosophical Transactions, 376, n.p. https://doi.org/10.1098/rsta.2018.0081
    3. Kelly-Riley, D. (2012). Getting off the boat and onto the bank: Exploring the validity of shared evaluation methods for students of color in college writing assessment. In A. B. Inoue & M. Poe (Eds.), Race and Writing Assessment (pp. 29-43). Peter Lang Publishing.
    4. Pettifor, J. L., & Saklofske, D. H. (2011). Fair and ethical student assessment practices. In C. Webber & J. Lupart (Eds.), Leading student assessment (pp. 87-106). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1727-5_5
    5. Principles for Fair Student Assessment Practices for Education in Canada. (1993). Edmonton, Alberta: Joint Advisory Committee. https://www.wcdsb.ca/wp-content/uploads/sites/36/2017/03/fairstudent.pdf
    6. Sanborn, H. & Ramirez, J. (2020). Artifacts in eportfolios: Moving from a repository of assessment to linkages for learning. In M. A. Dellinger & D. A. Hart (Eds.), ePortfolios@edu: What we know, what we don't know, and everything in-between (pp. 193-225). The WAC Clearinghouse: University Press of Colorado. https://wac.colostate.edu/docs/books/portfolios/chapter10.pdf
    7. Schon, D. A. (1984). The reflective practitioner: How professionals think in action (Vol. 5126). Basic books.
    8. Slade, C. (2017). Using eportfolios to strengthen student identity verification in assessment: A response to contract cheating. In ePortfolios Australia 2017 Forum, Monash University, Melbourne, Australia, (27-34). 20-21 September 2017.
    9. The National Writing Project MAP Group. (n.d.). Developing domains for multimodal writing assessment: The language of evaluation, the language of instruction. In H. A. McKee & D. N. DeVoss (Eds.) Digital Writing: Assessment and Evaluation (n.p.). Computers and Composition Digital Press. 
    10. Torre, E. M. (2019). Training university teachers on the use of the ePortfolio in teaching and assessment. International Journal of ePortfolio, 9(2), 97-110. https://files.eric.ed.gov/fulltext/EJ1237448.pdf
    11. Wahleithner, J. M. (2014). The National Writing Project’s MAP: Development of a framework for thinking about multimodal composing. Computers and Composition 31(1), 79-86. 

This page has paths:

  1. Evaluating ePortfolios The Association for Authentic, Experiential, Evidence-Based Learning's Digital Ethics Task Force