Show Don’t Tell: A University of Hawaiʻi Self-Study on Using ePortfolio versus Thesis as the Master’s Degree Capstone Assessment

Oct 15, 2026

Uploaded by Elsa

A University of Hawaiʻi self-study examines graduate candidates’ perspectives on using an ePortfolio as the master’s degree capstone assessment instead of a traditional thesis. Conducted in the PACMED (Pacific-Focused) Program, the study frames ePortfolio assessment as a place-based, culturally responsive instructional intervention aligned with local professional teaching standards. The document outlines how ePortfolios document achievements, support collaboration, validate place- and culture-based projects, integrate technology, strengthen metacognition, and connect evaluation with program accreditation processes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Introduction

PACMED Program

Context: Republic of the Marshall Islands

Show Don’t Tell: A University of Hawaiʻi Self-Study on Using ePortfolio versus Thesis as the Master’s Degree Capstone Assessment By Ivy Yeung ∗, Deborah Zuercher± & Paul Tauiliili ○ University of Hawaiʻi instructors share graduate candidates’ perspectives onePortfolios as a culminating master’s degree assessment in the Pacific-Focused (PACMED) Program. The PACMED Program is a place-based and culturally responsive online master’s degree program for candidates across the Pacific region. The ePortfolio is being tested as an instructional intervention to replace traditional master thesis papers as a place-based and culturally responsive assessment. EPortfolios provide a detailed description of candidates’ achievements aligned to local professional teaching standards. The authors will discuss exploratory self-study findings of ePortfolio use including a) place-based collaboration b) documentation of local professional teaching standards, c) validation of place based and culturallyresponsive projects, d) citation of relevant research literature, e) integration of instructional technology, f) development of candidates’ metacognition and efficacy, g) integration across academic STEM disciplines with place and culture, and h) promotion of candidates through evaluation and accreditation processes. Keywords: ePortfolio assessment, professional teaching standards, indigenous teacher education, place-based education, culturally-responsive education Introduction The University of Hawaiʻi (UH) PACMED leadership team is conducting institutional self-assessment (SIA) to describe the perspectives of graduate candidateson using a place-based ePortfolio instead of a traditional thesis as the culminating capstone requirement for a master’s degree. Institutional self-assessment is the intentional process of collecting and analyzing data to measure the effectiveness of academic initiatives, such as ePortfolio assessment, to inform decision-making (Alan, 2016). The introduction describes the context of the UH PACMED Program and the Republic of Marshall Islands to provide a critical background to this self-study. ∗Assistant Specialist Faculty (J.D.) and PACMED Co-Director, University of Hawaiʻi at Manoa, USA.±Professor and PACMED Executive Director, University of Hawai ʻi at Manoa, USA. ○Assistant Professor, University of Hawai ʻi at Manoa, USA. PACMED Program PACMED is a Master of Education degree program based in the College of Education at the University of Hawaiʻi at Manoa (UHM). Candidates receive a UHM degree after completing thirty-course credits (approximately ten courses) and presenting their culminating ePortfolio. PACMED hires place-based Indigenous instructors and coordinators who partner with Hawaii-based instructors for all courses. Most courses are delivered entirely online, but some courses have face-toface components. Online courses utilize advancements that introduce or build upon the candidates’ existing knowledge of technology. Zoom and Google Classroom are two of the most utilized platforms in the program. Zoom is used for synchronous class meetings and group discussion, while Google Classroom works well for asynchronous class activities. The program has four required and six flexible elective course requirements to meet local professional development needs. Courses are tailored to each cohort and recognize the importance ofplace. Courses also integrate science, technology, engineering, arts, and mathematics (STEAM) to address real Pacific problems at the request of partners. PACMED currently serves candidates in Hawai’i, American Samoa, the Republic of the Marshall Islands (RMI), the Federated States of Micronesia, and the Republic of Palau. Since 2018, PACMED has found a way to balance the place based learning needs and cultures of the islands where it operates with the requirements of a tierone American research university (Zuercher, Yeung, Tauiliili, & Sanders, 2024). Context: Republic of the Mars

FAQs

What is the document’s main purpose?

To describe a university self-assessment of using a place-based ePortfolio instead of a traditional thesis as the master’s capstone requirement in the PACMED Program.

How does PACMED structure the master’s program and capstone?

Candidates complete thirty course credits and then present a culminating ePortfolio; the program uses place-based Indigenous instructors, and most courses are delivered online with some face-to-face components.

What background is provided about the Republic of the Marshall Islands (RMI)?

The document gives historical context including colonial oversight, the Compact of Free Association with the United States, funding timelines, and ongoing challenges such as climate change and limited natural resources.

Oct 15, 2026

Uploaded by Elsa