Cody Maries Busch Lynn Gilbertson


The ePortfolio provides an opportunity for faculty within academic programs to use a tool that was traditionally used to show evidence of student learning, to also inform curriculum review and redesign. A descriptive concurrent mixed methods design was utilized to analyze ePortfolios from three cohorts of graduate students (N = 39). Quantitative data, qualitative data, and analysis of assignment descriptions in alignment with Bloom’s Taxonomy of Cognitive Domains was completed and provided evidence of perceived alignment and misalignment with program goals. Data was used not only to inform meaningful changes within the ePortfolio process but also to improve program curriculum without the need for additional measures. Analysis of ePortfolio data, data that is readily available to program faculty, facilitates responsiveness to student, program, university, and accreditation requirements in a systematized and streamlined process.