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1.
Teaching portfolios: A strategy for developing learning and teaching in preservice education 总被引：1，自引：0，他引：1
Teaching portfolios have been used in the preservice teacher education program at Monash University to help student teachers to reflect on their learning about learning and teaching and to help them to convey this to others. The portfolio is an open-ended and un-graded task designed to explore teaching from many different vantage points. It is organised as a dynamic assessment task, not simply a static end product. This is done by considering teaching portfolios as comprising two important aspects, one is the process the other is the product. The process involves learning from the variety of experiences offered in the preservice education program and encouraging student teachers to reflect on these. The product is the development of the individual portfolio items that are used to demonstrate this learning to others. The portfolio comprises a number of individual items which act as a prompt to “tap” the creator's understanding of what it means to be a (science) teacher. This paper reports on the effectiveness and value of portfolios from the student-teachers' perspective by exploring how their understanding of the task evolved as they completed their preservice teacher education program. 相似文献
2.
Olga Dysthe 《Assessment & Evaluation in Higher Education》2011,36(1):63-79
The point of departure for this article is the ‘chameleon’ aspect of portfolios and the diversity of portfolio models and practices in higher education on the international arena today. Our aim is to investigate the contextual character of this diversity by using Norwegian higher education as an example and to show how macro‐level influences, particularly the Bologna related Quality Reform, have shaped the overall development of portfolio practices. We contextualise and discuss the sudden expansion of learning and assessment portfolios in Norway after 2002. Our data are primarily a nationwide survey of portfolio practices, supplemented by findings in a research evaluation of the reform and previously published case studies. The majority of portfolios in Norwegian higher education can be classified as ‘disciplinary‐based course work portfolios’ and they typically serve a combination of learning and assessment purposes. But within this category we found systematic differences between different educational areas where the main dividing line seems to be between professional and non‐professional education. The underlying research perspective is sociocultural and this directs our attention to contexts, cultures and traditions that shape portfolio development and practices rather than to individual differences (micro level). 相似文献
3.
This article focuses on the use of portfolios for learning and professional development in Higher Education (HE). Recent research findings related to learning and assessment help to contextualize the study. The use of portfolios for summative assessment and development of teaching and reflective practice dominates the literature. What is lacking is research that provides insights into how a portfolio for learning can be used in HE to develop understanding into one’s own learning, assessment and professional practices. The action research findings related to portfolio use for learning purposes identified in the three case studies include: the importance of establishing the purpose of the portfolio; the impact of portfolio use on the approach to learning, to teaching and to professional development; the changes to professional practice brought about as a result of the learning; and the need to consider issues related to ethics and confidentiality. 相似文献
4.
Helen Knauf 《Early Childhood Education Journal》2017,45(4):481-491
The study presented here examines the contribution of portfolios to the communication between parents and early childhood education and care centres. Using content analysis techniques, 2104 portfolio entries are examined with a view to establishing what impression they are intended to create. While the actual purpose of portfolios emphasizes the children as producers and addressees, the study shows that portfolio entries are made primarily by the teachers with the parents as addressees. On the basis of Erving Goffman’s concept of ‘impression management’ five main topics (topoi) are elaborated, which characterize the impression the teachers make: the portfolios contain entries that present the children as (1) having fun, (2) cultivating friendship, (3) being prepared for school, (4) receiving high-quality care and (5) being valued as individuals. These topoi give indications of the different ways the teachers understand their role and how they perceive themselves, as well as providing an insight into the kinds of beliefs underlying their pedagogical work. 相似文献
5.
《Assessing Writing》2007,12(2):129-148
In this article, we present findings from a survey study of portfolio assessment practices in four Norwegian higher education institutions after a major educational reform had introduced more varied assessment forms, more compulsory writing and closer follow-up of students. The purpose behind the study was to map these newly emerging writing and assessment practices in order to find out how teachers conceptualized portfolio assessment in different types of institutions and disciplines, and what this meant for how portfolios were used and assessed. Our findings show that the portfolios were all text based, but with great variations in genres and overall structure as well as in formative and summative assessment practices. The general tendency was that ‘soft’ disciplines had more reflection based and varied portfolio models than the ‘hard’ disciplines (maths, sciences and engineering). This same tendency goes for peer response, which was less used in hard than in soft disciplines. The focus of the article is to discuss the implications of some of the major findings for the quality of assessment, particularly the disciplinary diversity issue, feedback practices and explicit criteria. 相似文献
6.
The premise that underlies the pre-service science teacher education program at Monash University is the need to focus on
the nature of learning in ways that encourage student-teachers to reconsider their conceptions of learning and how this relates
to their view of teaching. The purpose of teaching portfolios is to act as a prompt for student-teachers to reconsider these
conceptions and as a way of helping them to better articulate their professional knowledge. The Science (Stream 3) student
teachers construct a portfolio of teaching strategies, episodes, ideas, etc. that demonstrate how they see their role as science
teachers. The portfolio is ungraded, openended and organised as a dynamic assessment task, not just a static end product.
This paper reports on student-teachers' understanding of, and approach to portfolios as they come to understand its purpose
and value.
Specializations: chemistry and science education, technology and industry links with science curriculum
Specializations: science education, reflection, curriculum and evaluation 相似文献
7.
Meeting the challenge of program accountability is a goal for teacher education programs across the USA. In this context, achieving effective assessment practices that provide concrete evidence of program participants’ knowledge and skills has become both an increasingly significant issue and a challenge to teacher education programs seeking to document the attainment of their program learning outcomes. This qualitative study examined the portfolio reflections of 51 teachers enrolled in an advanced master’s degree program whose learning outcomes are aligned with the core propositions of the National Board for Professional Teaching Standards. Using the four levels of reflection and a fifth level that emerged from data analysis, we examined the levels of development and change in teachers’ reflections across the program. This analysis helped the researchers to determine to what degree teachers developed a reflection‐based inquiry stance in their classrooms during the program. The study contributes new findings to the body of literature on the role and function of portfolios in teacher education programs seeking to document teachers’ understanding and application of specific program goals and professional standards as a result of professional development coursework. As an authentic assessment tool, portfolio data (i.e., evidence such as the reflections contained therein) can provide an important lens for capturing teachers’ approach to teaching and learning and provides insight into the complexity of professional development for practicing teachers. 相似文献
8.
Catherine De Rijdt Eva Tiquet Filip Dochy Maurice Devolder 《Teaching and Teacher Education》2006,22(8):1084-1093
Although many authors claim benefits of teaching portfolios for use in higher education settings, there are few empirical studies that investigate these benefits.This article deals with the question of whether teaching portfolios are used in higher education, and if so, which effects they bring about. Furthermore, the attitude of teachers towards the use of teaching portfolios is examined. The study shows that currently not very many teachers are using teaching portfolios. When used, a teaching portfolio is an instrument that can bring about some important positive effects. Respondents report that, due to the use of portfolios, they were stimulated to reflect on their own teaching, to actualise the learning content, to improve their course materials, to search for alternative educational methods, etc. When teachers are using teaching portfolios it is important that, besides any negative effects, they also experience positive effects. If this is not the case, teachers will see the teaching portfolio only as an extra administrative inconvenience. 相似文献
9.
Martin G. Erikson Peter Erlandson Malgorzata Erikson 《International Journal for Academic Development》2013,18(4):345-354
Within academia, clear and standardised communication is vital. From this point of departure, we discuss the trustworthiness of teaching portfolios when used in assessment. Here, misconduct and fraud are discussed in terms of fabrication, falsification, and plagiarism, following the literature on research fraud. We argue that the portfolio’s unclear academic status and confusing standards makes it difficult to define misconduct. We see a risk that the practice of portfolio writing for assessment can lead to misconduct, including downright lies about accomplishments. We conclude that the trustworthiness of teaching portfolios is a responsibility for the academic community as a whole. 相似文献
10.
Olga Dysthe 《Assessment & Evaluation in Higher Education》2004,29(2):239-258
Two teacher institutions in Norway involved in a new ICT‐supported portfolio project provide data for our study. In this paper we present a model of analysis for portfolio processes based on sociocultural perspectives of learning and assessment and describe and discuss differences and similarities of the portfolio models in these institutions in relation to our model of analysis. We also highlight areas for improvement; among them the importance of building reflection, self‐assessment and feedback into portfolio assignments and processes in such a way that it becomes part of what is documented. This will strengthen the formative assessment aspect of portfolios. The summative assessment practices are strongly influenced by exam traditions in both institutions. Digital portfolios provide new learning opportunities that are not yet fully utilized. By way of conclusion we explore some critical aspects of portfolios in teacher education in light of Wenger's social theory of learning, focusing on the concepts participation, reification and identity formation. 相似文献
11.
Patricia A Weeks 《International Journal for Academic Development》2013,18(1):70-74
Abstract There seems to be some confusion in the literature regarding what a collection of evidence about teaching should be called. In some instances it is referred to as a ‘profile’ (see for example, Gibbs, 1989), in others a ‘dossier’ (see for example Shore et al, 1986) or portfolio. For simplicity I use the term ‘portfolio’ to describe a collection of data on teaching. A summary of this information can then be used in conjunction with a curriculum vitae and is termed a ‘teaching profile’. This paper will examine some of the current writing on teaching portfolios, and the use of teaching portfolios at the Queensland University of Technology (QUT), Australia. While they are recognized as invaluable dossiers of professional information per se, the author promotes their use, more particularly, as powerful tools for personal, professional development. 相似文献
12.
Bruce G. Barnett 《Innovative Higher Education》1995,19(3):197-206
Alternative assessment measures, particularly the use of portfolios, which capture authentic student learning are gaining wider acceptance in K-12 school settings. Portfolios have a rich history in higher education, and recently they are becoming a more popular assessment device in colleges of education. Using educational leadership preparation programs as an example, this article examines the use of portfolio assessment by focusing on the relationship between a folio and a portfolio, the possible artifacts and attestations to include in a folio, the structural components of portfolios, and the different uses of portfolios. The implications of incorporating portfolios in leadership preparation programs also are discussed, including how to alleviate the ambiguities and uncertainties faculty and students experience when this form of authentic assessment is utilized.Bruce G. Barnett is an Associate Professor and Director of the Division of Educational Leadership and Policy Studies at the University of Northern Colorado. His interests include the preservice and inservice preparation of educational administrators, with particular emphasis in the areas of reflective practice, instructional leadership, and staff development. He has published articles dealing with professional preparation, peer coaching, reflective practice, mentoring, portfolio development, and the moral dilemmas facing educational leaders. 相似文献
13.
Wil Meeus Peter Van Petegem Nadine Engels 《Assessment & Evaluation in Higher Education》2009,34(4):401-413
This article concentrates on the validity and reliability of portfolio assessment as used in pre‐service teacher education. It is not possible to make general pronouncements about the validity of portfolio assessment in pre‐service teacher education as there are multiple portfolio applications. The validity depends on the purpose, namely the divers competencies which the course organisers wish to assess with it. Therefore, three categories of competencies and consequently three types of portfolios were distinguished in order to determine the validity of portfolio assessment. For the assessment of teaching and partnership competencies, it is argued that the validity is low due to the roundabout nature of the assessment. On the contrary, the validity of portfolio assessment for learning competencies can be high. The execution of a self‐regulated learning process can be accurately assessed using portfolios. The reliability of portfolio assessment is problematic, since it is incapable of fulfilling the classic psychometric requirement of reliability. Nevertheless, provided that the necessary measures are taken, the reliability of portfolio assessment can still be brought to an acceptable level. Five measures are proposed. 相似文献
14.
The premise that underlies the preservice‐teacher‐education programme at Monash University is the need to focus on the nature of learning (for example, Gunstone et al., 1993). One approach currently being used to enhance this process is the use of portfolios. The portfolio is an open‐ended task designed to explore teaching from many different vantage points. It is organised as a dynamic assessment task through which the student teachers work on developing their understanding of what it means to be a science teacher, and the teaching portfolio itself is a mixture of artefacts designed to help student teachers demonstrate this to others. This paper reports on the effectiveness and value of portfolios in helping preservice teachers learn about learning and teaching. 相似文献
15.
Hanno Van Keulen 《International Journal for Academic Development》2013,18(2):163-165
This paper reviews a range of challenges and tensions experienced when using portfolios for learning as well as for summative assessment in the context of continuing professional learning in academic development programmes. While portfolios are becoming increasingly prominent, the details of how they are used are under-examined; they are often simply assumed to be an appropriate tool. However, it is important that, as practitioners, we are able to justify our own assessment practices and convey our expectations to our participants, who may be unfamiliar with the demands of a reflective portfolio. In this paper we explore some of the appeal as well as the difficulties of using portfolios, many of which arise from the fact that portfolios are often simultaneously used for summative and formative purposes. We suggest how the challenges sometimes experienced with portfolio assessment can be addressed by course conveners. 相似文献
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17.
D.J. Magin 《International Journal for Academic Development》2013,18(2):124-135
Abstract Good teaching can be construed from two perspectives. From one point of view, teaching is seen as a developmental process in which the individual acquires knowledge and skills through practice. Recognition is then based on the teacher meeting specified proficiency criteria as measured by such procedures as student evaluation of teaching questionnaires and colleague appraisal. A second perspective is to view good teaching in terms of instructional achievements. Here judgements are often based on a teacher's portfolio submission where assessments are made on the extent to which the teacher has contributed to the quality of teaching within the institution. This paper describes developments at the University of New South Wales in recognizing and rewarding good teaching based on the second perspective, and on how teaching staff are assisted in developing teaching portfolios to document teaching achievements. These developments are discussed in relation to the issues of what constitutes evidence for ‘good teaching’ and concerns that teaching staff have raised about the process of documenting teaching. 相似文献
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19.
Ross Collin 《Discourse: Studies in the Cultural Politics of Education》2011,32(3):329-342
This article examines the ideological dimensions of the career portfolio. This genre, an increasingly common part of high school and post-secondary school curricula, invites students to collect items from multiple domains and to reflect upon what these items say about who they are and where they are going. Through a critical analysis of the primary instructional form used in one school's career portfolio program, this article describes how the genre calls students to present themselves as certain kinds of people inhabiting certain kinds of worlds. More specifically, it is argued the genre prompts students to individualize themselves and endorse in their portfolios a middle-class ideology of self-cultivation and self-promotion. 相似文献
20.
Portfolios have attracted considerable interest among ESL writing and assessment specialists since the 1980s. Whether they have fulfilled the promise their proponents envision is a question still under investigation. This paper describes two case studies which looked at student experiences with portfolios in two ESL writing courses where the portfolio pedagogies employed differed, so that each student was able to experience portfolios under meaningful conditions for comparison. The results showed that the participants liked the idea of portfolios but did not strongly endorse their use as employed in the courses which served as the research settings. The study's findings shed light on how students respond to different portfolio models and thus contribute to our understanding of the place portfolios can occupy in L2 writing instruction. 相似文献