Anyone who has been in the classroom for some time knows that assessment for learning and assessment of learning don’t always have a clear distinction while we are engaged in instruction. The teaching/assessment cycle ebbs and flows, based on learners’ needs and our responses to their needs.
The same concept can be applied to digital student portfolios. During instruction, we are always on the lookout for students showing progress toward the learning target. Teachers will attempt to capture this learning in order to respond to it during instruction. What digital tools such as iPads and Evernote provide are ways to efficiently capture this learning through a variety of techniques, including audio, images, and text. This allows the teacher to both respond to the student in the present moment, as well as look back later on artifacts of learning to prepare for instruction in the future.