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E-Portfolio

● high · created 2026-08-20 · updated 2026-08-20 · assessment, authentic-assessment, formative-assessment, feedback, generative-ai, portfolio-assessment, student-engagement, higher-ed, language-learning

E-Portfolio (e-portfolio) — a digital collection of a learner's work, reflections, and evidence of achievement, used for Assessment, learning, and evaluation. In the AI era, e-portfolios have emerged as a relatively AI-robust and AI-assisted assessment form: they capture the process of learning (reasoning, drafting, reflection) rather than just the final artefact, making them valuable against the collapse of the artefact-as-proxy, and generative AI can support their creation, Feedback, and evaluation.

E-portfolios are a form of authentic assessment and formative assessment: they assemble student work over time, often with reflective commentary, into a body of evidence that can be assessed holistically. Their strength is that they surface the learning process — drafts, revisions, feedback, and self-reflection — which is exactly what AI cannot easily fabricate and what assessors need to evaluate genuine learning. This makes portfolios a leading candidate for assessment redesign in the generative AI era.

E-portfolios in the AI era

The wiki's research shows e-portfolios are increasingly central to productive AI integration and assessment redesign.

  • Portfolio assessment is relatively robust to generative AI. Zhan, Boud & Du (2025) identify social contribution portfolios and co-created artefacts with auditable provenance chains among the authentic-assessment forms most robust to generative AI. Beyond detection (2025) likewise recommends annotated portfolios / oral defences / recorded walkthroughs to probe reasoning in real time, mirroring professional practice.
  • AI-assisted portfolio assessment. Ni & Lam (2026) study students' perceptions of AI-assisted portfolio assessment for multiliteracies development, showing AI can support the portfolio process (feedback, drafting, reflection) and enhance engagement while students evaluate AI feedback critically.
  • ChatGPT + e-portfolio for language learning. Laksana et al. (2026) combine ChatGPT with e-portfolio assessment (CEA model) for EFL speaking: MANOVA showed significant gains in speaking performance (F(1)=48.554, p<.001) and feedback literacy (F(1)=16.135, p<.001), with e-portfolios supporting both speaking ability and the metacognitive abilities to use feedback effectively.
  • Portfolios as AI-era assessment strategy. Responsible assessment (2026) argues for shifting from one-shot testing to continuous embedded assessment using portfolios and competency-based approaches. Rowe (2026) names portfolios (with orals and observed practice) as partial answers to the open problem of assessment at scale when the artefact-as-proxy has broken.
  • Portfolios as assessable learning traces. Uden & Hwang (2026) use personal learning portfolios as a LEARN-framework mechanism — assessable learning traces (portfolios, AI-use disclosure) that make AI reliance transparent and auditable.
  • Symbiotic portfolios for hybrid learners. Elsayed (2026) proposes a Symbiotic Portfolio for the post-human/hybrid learner, assessed by a five-criterion rubric (Generative Dialogue, Epistemic Auditing, Critical Reflection, etc.) — an explicit model for evaluating human+AI collaborative work.

Why e-portfolios matter for AI integration

Because e-portfolios foreground process, reflection, and demonstrated understanding over a single final artefact, they directly address the central AI problem: when AI can produce a polished product, the product no longer evidences the engagement behind it. E-portfolios shift assessment toward the evidence that survives — drafts, revisions, reasoning traces, and reflective self-assessment — while AI itself can assist in generating feedback, scaffolding reflection, and (with appropriate rubric design) supporting evaluation. This makes e-portfolios a cornerstone of authentic, formative, and process-based assessment in the generative AI era, and a natural home for feedback literacy and self-regulated learning.

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