Designing an e-Portfolio Framework for Competency-Based Assessment in a Master’s-Level Instructional Design Program

Graduate programs in instructional design increasingly face the challenge of aligning academic learning outcomes with competencies expected in professional practice. Traditional assessment approaches, such as written comprehensive examinations, may not fully capture the applied skills and authentic work products developed by master’s-level students preparing for industry-oriented careers. As a result, there is growing interest in alternative assessment models that can better document students’ professional competencies and developmental progress.
This study presents the design and pilot implementation of an e-portfolio-based assessment framework for a master’s-level Instructional Design and Development (IDD) program. The proposed framework aims to support competency-based program assessment while also helping students document and showcase professional artifacts that demonstrate their instructional design capabilities. The framework is grounded in the competency standards developed by the International Board of Standards for Training, Performance and Instruction (IBSTPI), which serve as the foundation for mapping program learning outcomes and organizing portfolio artifacts.
A mixed-methods research design guides the development and evaluation of the e-portfolio framework. Data will be collected through surveys, open-ended responses, and interviews with key stakeholders including current students, alumni, faculty members, and industry partners. These data will inform the identification and validation of program learning outcomes and the development of portfolio assessment criteria. This project adapts an iterative pilot implementation with current master's students, during which participatory design cycles are used to refine the e-portfolio design.
The project is expected to produce an IBSTPI-aligned e-portfolio assessment model, validated competency-based evaluation criteria, and a practical guideline for portfolio development and evaluation. The findings contribute to improving program-level assessment and strengthening the alignment between graduate education and industry expectations in instructional design.