Enabling computing students to recognize acquired competencies with ePortfolios

Abstract

Background and Context: While higher education in Norway intends to ensure students can translate academic learning to real-world settings, a gap persists in computing students’ perceptions of their acquired competencies. Objective: This study aims to understand the gap and explore how formative assessment with ePortfolios can help students recognize acquired competencies. Method: This study investigates data from a national student survey, summative reflections from 67 computing students’ exams at the end of a course, and observations of their ePortfolio development during the course. Findings: The ePortfolio emerges as a powerful tool, enabling students to actively record their learning journey, recognize acquired competencies, and gain a holistic understanding of the total learning outcomes, thus bridging the identified gap. Implications: This study offers insights into how ePortfolios can help computing students recognize acquired competencies and present implications and recommendations for higher education institutions and teachers.