Eportfolio can enhance the authenticity of assessment by scaffolding students' professional performance expectations. Digital documenting of their learning against professional 'standards' helps pre-service teachers to know what is expected in practice, and to identify evidence to demonstrate achievements; they are less helpful in assessing the level and scope of performance. This enquiry aimed to capture the pre-service teachers' views on the professional useability of an e-portfolio tool, through a process of collecting and reflecting on "artefacts" against standards.
There is a perceived "disconnect" between the proposed benefits of eportfolio tools and the reality of student perceptions and practice. The reductionist nature of standards as a guide to practice often means that the complex nature of teaching is over simplified e.g. skills to be met rather than qualities to be acquired (Moore, 2004). The Standards' (AITSL), maps professional 'teaching qualities' against career stages, but fails to support the 'graduate' teacher's understanding of comparability, or how to recognise excellent performance.
The author proposes the use of e-portfolio as a professional tool, with its ability to provide digital records and immediate access to students' artefacts; supported through the use of scaffolding and peer collaboration. Through collaborative sharing, pre-service teachers shaped and assessed their professional growth, potentially minimising the "disconnect" between theory and the classroom and misconceptions of professional standards.
An eportfolio assessment for pre-service teachers was used to engage students with their professional learning. The assessment aimed at increasing students' understanding of the inherent complexities of the 'standards', and assists in evaluation and development of 'potential' achievement. Students reflected on their development - including their teaching philosophy, current research and professional learning. Artefacts' for eportfolio presentation were aligned with the Standards using a matrix, highlighting the 'potential' in focus areas. A dialogic process alongside eportfolio development supports reflexivity processes including: class discussions, teacher feedback, peer review and personal reflection/evaluation.
Data on the pre-service teacher views were captured in a survey instrument and students blogs. A mixed methodology approach combining a post-positivist and social constructivists approach was adopted. This approach suited the multi-faceted system adopted when using e-portfolios, which attempts to meet the need of both the students own professional learning and the institution need for information for assessment of learning, accreditation and registration (Barrett, 2002). Pre-service teacher and their mentors, often have conflicting understandings of what practice 'looks' like for individuals in specific contexts, the eportfolio process aimed to limit this.