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7/24/2017 » 7/27/2017
AAEEBL Annual Conference

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AAEEBL Review RFP
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Issue 4: ePortfolio Assessment Practices
The Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL) ePortfolio Review invites you to submit articles and reports covering the broad area of eportfolio use including: pedagogy (or learning theory, as you prefer), research (AePR is not a double-blind peer-reviewed research journal but articles about research are welcome), technical (including articles about technology), and/or organizational issues. Published tri-annually (November, March and July), for eportfolio practitioners, administrators, and students, The AAEEBL ePortfolio Review is an online journal serving the needs of the global eportfolio community and seeks to promote portfolio learning as a major way to transform higher education.
Issue 4 Theme: ePortfolios Assessment Practices

Assessment. It is at the heart of education. There are very few, if any, other ways we can truly know how effective we are. Assessment methods take many forms, and assessment programs take many shapes; however, the goal of any assessment is to evaluate the success to which something has occurred. Within education, we typically think of assessment in terms of judging how well our students are learning. Traditionally, assessments were tests, paper, quizzes and other assignments in which the instructor evaluated the students in an very one dimensional dynamic, but the development of eportfolios have allowed a secondary dimension to enter the assessment framework, that of the perspective of the learner or program being assessed. The use of ePortfolios allows the learner to demonstrate not only the what they learn but also how they have applied that in areas of their lives. Assessment portfolios allow users to demonstrate the skills and competencies they have gained throughout the learning process, whether that is a single course or an entire program/degree. 

The fourth issue of AePR is interested in uncovering your best assessment practices. In this issue, we welcome articles highlighting both successful and unsuccessful assessment programs and the lessons learned from each. We are also interested in articles that highlight eportfolio assessment practices outside the traditional classroom: accreditation self-studies, promotion and tenure reviews, scholarship applications, and the like. 

Article Types
We're particularly interested in the following types of articles:
• Longer articles (3,000 to 5,000 words) about practical research, administrative reports, or case studies with generalizable results – again, not as peer-reviewed research but as reports.
• Short articles (1,000 to 1,500 words) discussing a case study at an institution/course, offering advice and opinions to other eportfolio practitioners.
• How-to articles, tutorials on specific tools or approaches (500 to 1,500 words).
• Interviews (500 to 1000 words) with key individuals directly involved with the use of eportfolios.
• Announcements (up to 300 words) of items regarding the use of eportfolios in the field.
  

To submit your proposal, go to https://goo.gl/forms/YdfyEJUMk6smhZf73.

Important Dates for Issue 4

Submission Deadline                5 June

Notification of Acceptance        19 June

Draft Article Due                       25 July

Publication                                Oct/Nov 2017


 

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