Currently, student evidence for the general education competencies are assessed through the student’s ePortfolio. Students collect work from their classes and elsewhere, connecting (tagging) it to the competencies (Mathematical Literacy; Natural Science; Science and Technology in Society; Social Sciences; Cross-Cultural Awareness; Arts and Humanities; and the distributed competencies Ethical Judgment and Critical Thinking) throughout their undergraduate experience.
A recent study conducted by the Association of Authentic, Experiential, Evidenced-Based Learning found that in 2012 more students are producing ePortfolios than ever before. In 2011, 15% of respondents reported that 90-100% of students at their institutions had ePortfolios. In 2012, about 28% reported that 90-100% of students at their institutions are building ePortfolios. There also appears to be movement away from ePortfolios focused on a single course toward those that are program-based. (Chen, Brown, & Gordon, p. 133).
Read the paper at http://theijep.com/pdf/IJEP93.pdf.
The American Association of Colleges and Universities recent paper titled: It Takes More than a Major: Employer Priorities for College Learning and Student Success states that “more than 4 in 5 employers say an electronic portfolio would be useful to them in ensuring that job applicants have the knowledge and skills they need to succeed in their company or organization.” (read the entire report online at http://www.aacu.org/leap/presidentstrust/compact/2013SurveySummary.cfm).
The ePortfolio program was implemented in 2006 by Clemson University.