Academic writing as corpus for assessment of ePortfolio

Abstract

This proposal is to put the use of ICT-enhanced writing into a bigger picture in higher education, namely, in the realm of ePortfolio for academic learning and career for life-long, in which the progress and its process of learning leads to the benefit of career design and life-long learning after graduation, which is, i.e., the main purpose of the mission of the higher education. It has been proved that such skills can be developed through the learning process of writing. While in the past, paper and a pen were the optimal technologies to reflect the evidence of learning or the mirror of the learning mind, currently digital media have been dominant. In other words, the digital media have been providing students with richer ways of communication and presentation for expressing the mind. It is proposed that, the students' meta-cognitive reflection being the key to active learning, the development of the students' expressive skills in literacy will indeed bring about a success in life. By nurturing the students' comprehensive writing skills as the artifact or evidence for academic learning through metacognitive activities, which is in turn archived in ePortfolio, is it possible to conduct learning analytics and plan academic advice further in a fruitful way. Of course, archived artifact must be based on the honest work of students, where the authentication feature of ICT will play the important role. This paper elaborates the fundamental issues surrounding the mission of the higher education to lead to life-long learning and career and the assessment strategies for measuring the learning outcome for designing the future education.