Developing Student Digital Portfolios

Educator monitors the progression of student learning by facilitating the design of digital portfolios.
Made by Jacobs Institute for Innovation in Learning at USD
Earn Graduate Credit
Graduate-level credit is available for this micro-credential. You can apply for credit through one of our university partners after successfully completing the micro-credential.
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About this Micro-credential

Key Method

Teachers create opportunities for students to revise their work, reflect on what they’ve created, and publish what they’ve learned through the creation of digital portfolios.

Method Components

Suggested strategies for portfolio development

  • Students should be guided to evaluate and identify their “best” work based on a learning target.
  • Students should document their process in creating the final piece.
  • Any brainstorming documents, drafts, feedback, or other process illustrations should be scanned in and displayed with a description of the work and the reflection questions below.
  • Students should keep their digital portfolio organized by different tabs indicating grade levels, even subjects, if necessary.

Example reflection questions for students

  • After drafts of work, ask students to reflect on:

- What can I celebrate?

- What changes will I make and why?

- What did I learn from this learning experience? From my struggles and successes?

Research & Resources

Supporting Research

  • Barrett, Helen C. "Using Electronic Portfolios for Formative/Classroom-based Assessment."Classroom Connect Connected Newsletter13.2 (2006),

    Digital portfolios can be used as formative and summative assessment tools. The teacher and student need to set a clear purpose around digital portfolios, as the purpose will guide the content, creation, and evaluation process.

  • Renwick, Matt. “How Do Digital Portfolios Help Students Learn?” Powerful Learning Practice, blog post, 2015,

    Digital portfolios can provide what no other assessment tool can: real, minimally processed artifacts of learning. Technology used in this format is the closest an educator will get to knowing what students can really know and do through the students’ heart and mind.


Submission Requirements

Submission Guidelines & Evaluation Criteria

To earn this micro-credential, you must receive a passing evaluation for Parts 1 and 3 and an Exemplary score for Part 2.

Part 1. Overview questions

(300-word limit)

  • Please indicate what items you had students display in their digital portfolio, the learning objective supporting those items, the reason these items were chosen, and how you scored students on their digital portfolios, including requirements and assessment strategy.

Part 2. Work examples/artifacts

Submit links to at least three samples of your students’ digital portfolios.

Part 3. Reflection

Provide a reflection on what you learned, using the following questions as guidance (300-word limit):

  • What have you learned about the process of student learning and assessment through the use of student portfolios? Moving forward, how might what you have learned affect your practice?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)


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How to prepare for and earn this micro-credential - in a downloadable PDF document

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