ePortfolio produced more powerful outcomes when faculty and staff received extended intensive professional development than brief training or none¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Findings at multiple universities demonstrated more powerful ePortfolio outcomes when faculty and staff participated in extended intensive professional development than when they engaged in brief training programs or no professional development. → pd-finding

Evidence¶

pd-finding¶

Kahn, S., Freeman, T., & Powell, A. A. (2021, November). IUPUI's HIP taxonomy for ePortfolio: A tool for development, implementation, and scaling (Occasional Paper No. 57). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). https://eric.ed.gov/?id=ED619086

q2 · i? · design · r2

The paper reports this as a cross-institutional pattern, citing Getman-Eraso & Culkin (2018) as an example, congruent with the IUPUI ePDP pilot's non-sustained results. The comparison names three conditions (extended intensive PD, brief training, no PD); no effect sizes are printed.

"This development was congruent with findings at other universities that also demonstrated more powerful outcomes from ePortfolio when faculty and staff participated in extended intensive professional development than when they engaged in brief training programs or no professional development."

Discussion¶

Related Claims¶

• Students in ePortfolio-based Personal Development Plan sections had significantly higher first-year GPAs and retention than non-ePDP peers, but gains were not sustained without intensive professional development — a narrower finding that bears on this claim
• Compared with non-ePortfolio peers, students in courses requiring ePortfolios were generally more engaged, earned higher grades, and were more likely to complete and persist, per the 26-institution project evidence — related
• Teachers actively synthesize professional-development practices with their own context rather than transferring them intact — related
• Schools provided staff minimal formal SDM training: only 54.6% of staff participated, 58.8% of classroom teachers were non-participants, and most trainees received 8 hours or less — related
• An equity and personalization focus led teachers to apply elements of formative assessment without extensive formal training — related
• Philanthropic Studies case: ePortfolio moved from a capstone-only final project to full curricular integration across four required courses over a decade — related
• Effective skill training combines theory presentation, demonstration, practice with feedback, and coaching for transfer (review attribution) — related