| A | B |
|---|
| A positivist model | The e-portfolio is an assessment tool to document the attainment of standards |
| A constructivist model | The e-portfolio is a digital story of deep learning |
| Deep learning … | involves reflection, is developmental, is integrative, is self-directive, and is lifelong |
| Durable learning … | learning that lasts beyond a course |
| The constructivist portfolio is described … | as a learning environment in which the learner constructs meaning. |
| The purpose of the positivist portfolio … | is to assess learning outcomes and those outcomes are, generally, defined externally. |
| The positivist approach puts a premium on | the selection of items that reflect outside standards and interests. |
| The constructivist approach puts a premium on | the selection of items that reflect learning from the student’s perspective. |
| The positivist approach assumes that | meaning is constant across users, contexts, and purposes. |
| The constructivist approach assumes that | meaning varies across individuals, over time, and with purpose. |
| The evidence in the portfolio refers to … | the learner’s artifacts and reflections. |
| The purpose of the portfolio includes … | the reason for creating the portfolio, including learning, or professional development, assessment and employment |
| The process of the portfolio includes … | the tools used, the sequence of activities, the reflections that a learner constructs as the/she develops the portfolio and the collaboration or conversations about the portfolio. |
