Often students do not see evidence of their growth over time toward a standard. Students have a wonderful opportunity to see their growth as they use eportfolios. When teachers build in eportfolio days, students get to collect their most recent evidence for a standard.
More important, they compare what they have recently done with the evidence that they previously have done and have selected for the eportfolio. They begin to judge critically their evidence as they come to better understand the comprehensive nature of the standard. For example, ELA students might select a color poem as their entry for NYS ELA Standard 2: Personal Response; however, as they successfully do more complex poem types, they probably will select one of those as their present choice. Their new poem selection will include more poetic devices and show how the students can incorporate these many devices to create a moving message.
They also think more critically about what they are doing in class. Will this be better than what I presently have in the eportfolio? What can I do to make it better? They strive to do more in-depth work for the standard.
Students constantly see their growth as they compare their new work to their old work. They see how much they have grown.
Education with Technology Harry G. Tuttle 
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