Abstract
This research focuses on ePortfolio assessment strategies that yield important accountability and reporting information. Under foundational categories of reliability, validity, and fairness, we present methods of gathering evidence from ePortfolio scores and their relationship to demographic information (gender, race/ethnicity, and socio-economic status) and criterion variables (admission tests and course grades) as a means for stakeholders to ensure that all students, especially traditionally underserved students, strengthen their connection to the academy. Data is drawn from two sources: University of Idaho first-year writing program's ePortfolio student certification assessment (n = 1,208) and its relationship to the State of Idaho's K-20 longitudinal data collection system; and New Jersey Institute of Technology's longitudinal ePortfolio-based first-year writing program assessment (n = 210). Following results and discussion of these two case studies, we conclude by offering guidelines for quantitative reporting based on fairness as a framework for integrative and principled action.