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1.
Val Klenowski 《Assessment in Education: Principles, Policy & Practice》2000,7(2):215-236
This article is based on the findings of a study that examined the use of portfolios for assessment and learning purposes in an initial teacher education course in the Hong Kong Institute of Education. Progressive refocusing of the research led to an investigation of the extent to which the use of portfolios for such purposes promoted the development of reflective practice and teaching skills. Constraints and supports for the implementation of portfolios were identified through the use of observation, documentary analysis, surveys, video recordings and interviews with pre-service teachers and their lecturers. The implementation process and the teaching and learning outcomes are described. Teacher educators requested portfolio exemplars, more specific grading criteria and more examples to illustrate standards. Six principles that underpin the use of portfolios for assessment purposes, that emerged from an analysis of the research data and findings, are briefly described. An interactive CD ROM and a set of guidelines were produced as implementation resources. Details of these resources are provided. 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.
In recent publications on the use of portfolios in professional training both their goals, application and success are reported in favourable terms. The main purposes of portfolios being put forward are: documentation of performance, monitoring growth, revealing discrepancies in development and enhancing self-responsibility. The findings, however, pertain to the introductory implementation of the portfolio instrument, most notably with (student) teachers. Not much is known about the sustained use of a portfolio as an instrument to support professional development in the long term. In this study the benefits of different forms of sustained portfolio use are focused on in particular. Use is related to the portfolio's function, which can be for both professional development and certification, and to the setting and conditions of use, which may be either mandatory or voluntary. We gauge its impact on indicators like ongoing documentation, systematic reflection, dialogue with significant others and learning for professional development. The difficulties experienced users found are discussed, as well as the gains they saw in sustained use of portfolios, which led us to conclude that portfolios are mainly used for documentation but have a high potential as mirrors of competence when issued as instruments for self-evaluation and self-assessment. 相似文献
4.
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
5.
Jonathan Tummons 《Assessment & Evaluation in Higher Education》2010,35(7):847-857
This paper forms part of an exploration of assessment on one part‐time higher education (HE) course: an in‐service, professional qualification for teachers and trainers in the learning and skills sector which is delivered on a franchise basis across a network of further education colleges in the north of England. This paper proposes that the validity and reliability of portfolio‐based assessment, a key component of many HE programmes in addition to the course being researched here, is contestable. Analysis of the processes of compiling portfolios for assessment, through the conceptual framework of the New Literacy Studies, suggests that the ways in which portfolios are assessed and the ways in which the crucial requisites of validity and reliability are assigned to them, mask complexities and contradictions in their creation by the student. This paper argues for a new, critical analysis of portfolio production and raises a number of questions about the validity, reliability and authenticity of the assessment process that the portfolios reify. 相似文献
6.
This study explores the impact academic teachers’ writing of a teaching portfolio can have on their professional learning. Through an open-ended questionnaire, 26 academics from three faculties reported on insights, effects on teaching practice, and effects on collegial exchange that the portfolio writing entailed. We discuss how the experienced impact relates to the three competence levels excellence, expertise and scholarship of teaching and learning. With regard to academic development, we conclude that the writing of reflective teaching portfolios has the potential of contributing to an emerging academic community of practice characterised by a scholarly approach to teaching and learning. 相似文献
7.
《教育实用测度》2013,26(2):209-228
Portfolios have gained wide acceptance as a learning and assessment tool. Yet, little research has been reported on the practices of teachers who are actually using portfolios within their classrooms and how those practices are moderated by contextual variables. This research examined the instructional, learning, and assessment roles of student portfolios and explored, from the perspective of the classroom teacher, variations in portfolio applications associated with teaching level (primary vs. intermediate) and classroom environment (self-contained vs. multiage-teaming). Kindergarten through Grade 5 teachers in 13 elementary schools completed a survey questionnaire regarding the instructional and assessment uses to which portfolios are put within their classrooms. To further examine for patterns of portfolio use, a subset of teachers was interviewed to explore the perceptions that teachers hold about the impact of student portfolios on themselves and on their students. The results suggest that Kindergarten through Grade 5 teachers make deliberate decisions regarding uses of their students' portfolios, decisions that appear heavily impacted by the maturity or skill level of the child, the purposes of the application, and the classroom environment within which the application occurs. They also depend on whether the portfolio product is in a formative state (working portfolio) or final state (performance portfolio). 相似文献
8.
《Journal of Further & Higher Education》2012,36(3):269-282
The teaching portfolio has been proposed as a useful management tool for monitoring and improving teaching. It is one of the accountability mechanisms that universities have introduced in a market‐oriented environment. However, there has been considerable resistance to the compulsory introduction of teaching portfolios from a wide range of teaching staff. This paper links research on staff practice with research on management practices and considers the impact that teaching portfolios might make on the university culture. Our analysis shows that although the development of an initial teaching portfolio within a mentoring relationship has value, the mandatory use of the multipurpose teaching portfolio described by Seldin is likely to impact adversely on the effectiveness of the organization in which its use is mandated. 相似文献
9.
Portfolio appraisal: In search of criteria 总被引：2，自引：0，他引：2
Two inherently contradictory forces are pushing for reform in portfolio assessment. On the one hand there is a felt need for creating more rigid standards that operate to promote uniformity of ratings in appraisal practice to certify achievement. However, on the other hand, critical questions are being raised about separating acclaimed portfolio goals aimed both at appraising achievement while also improving quality of student learning and development. The position of portfolio assessment, which is widely used nowadays in teaching and teacher education, comes into debate. In our study, we look for actual practices in portfolio appraisal in search of criteria used for rating the quality of portfolio materials. It is our interest to find out how appraisal criteria are selected and used to evaluate achievement or to improve the quality of development and learning. In the context of teacher education, we have examined both the espoused criteria of both assessors and collectors of portfolios as well as the actual appraisal practices by looking at the judgmental orientations and supervision styles used by portfolio assessors. In addition, we offered an authentic portfolio document to be rated by different assessors to gauge and compare their quality of rating and criteria use. The actual processes we detected point to a most common practice of employing judgmental, usually normative evaluations based on assessor dependent, more or less pre-decided criteria which permit a “checkbox” approach to appraisal. 相似文献
10.
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
11.
Mika Cho 《The International Journal of Art & Design Education》1999,18(2):207-212
This paper describes portfolio development by pre-service art teachers in a secondary teaching programme at California State University, Los Angeles, USA. A portfolio reflects knowledge, skills, and beliefs about teaching in general and teaching art specifically. It displays one’s learning experiences as they are collected, organized, and refined to provide a critical framework and rich portrayal of one’s best work. The article addresses the questions of what a portfolio in art education is, what its goals are, how one creates a portfolio, how one assesses portfolios once they are developed, what the issues and challenges surrounding the use of portfolios as assessment tools are, and finally, some likely future developments of portfolio assessment in teacher education. 相似文献
12.
《Educational Assessment》2013,18(2):167-178
The purpose of this article is to document the current practice of using portfolios as a tool for assessing students' mathematics learning. Literature related to the assessment of mathematics through portfolios is limited to information generated from a few large-scale and a scattered number of Classroom assessment projects. These reports provide weak support for claims that mathematics portfolio assessments enhance student learning and promote effective communication among teachers, students, and parents. There is a need to establish a strong rationale for selecting a portfolio as a means to assess mathematics. This article offers practitioners and researchers an opportunity to explore the validity of claims and identify factors that confound existing research activities. 相似文献
13.
This study explores the perspectives of students, teachers and parents to evaluate the use of digital portfolios as an additional
way to capture and enhance the learning of elementary students in a public school setting and as an opportunity to communicate
this learning to parents. The research questions address four problems: complex assessment of learning, parental participation,
and student and teacher satisfaction and the impact of the portfolio on teaching methods. Particularly, we are interested
in the subjective satisfaction of students, teachers and parents in the portfolio development process. We are also interested
in whether students learn to reflect constructively on their work, whether teachers have changed their teaching methods and
whether parents believe the portfolio was used or could be used for enhanced communications. 相似文献
14.
Elizabeth Jones 《Assessment & Evaluation in Higher Education》2010,35(6):699-710
Portfolios are widely used in the assessment of professional learning. Although claims are made that portfolios promote reflection, the nature of such reflection and the mechanisms that promote it in the portfolio process are not well understood. A four‐year action research project investigated a professional practice portfolio for high stakes assessment in a post‐graduate programme for special education resource teachers (RTs) that was preparing them for a paradigmatically different role. This paper focuses on the requirement to submit a personal theory (PT) statement in the portfolio. Although tension between the summative and formative purposes of the portfolio was evident for some RTs, a more comprehensive understanding of reflection was evident and many RTs reported that articulating their PT (often for the first time in their career) impacted positively on their ability to reflect on practice. 相似文献
15.
This article describes the findings of a qualitative study examining the extent to which participation in a portfolio-focused teacher learning community impacts pre-service teachers’ understanding and development of a teaching portfolio. Additionally, the author was interested in understanding how, whether, and in what ways the group's participants attribute their own professional development to the portfolio's construction. Findings indicate that most students found the process of selecting artifacts, reflecting on coursework and fieldwork experiences while constructing their teaching portfolios contributed to their growth and development. Students also reported the dialogic and collaborative nature of the teacher learning community enhanced their growth and development as well as their overall understanding of the portfolio requirement. 相似文献
16.
《Education 3-13》2012,40(4):401-416
This article explores the idea of portfolios as a way to collect evidence of pupils' learning and achievement in their language learning in the primary school. The emphasis is on portfolio work as an active and reflective process to underpin and support learning and to show evidence of achievement and progression. Pupil choice and reflexivity are essential in the process. The process can encourage learners to draw on their learning experiences across the curriculum. Whilst a means of providing evidence of learning, and for showcasing work pupils are proud of, portfolios are seen as central to and embedded in the day-to-day learning and underpinned by the principles of formative assessment. Designed to be used with other modes of assessment including the European Languages Portfolio, portfolios are in essence flexible, inclusive and a dynamic record of learning, achievement and potential for every learner. In this article, the use of portfolios from an early age as a means to promote development and learning and a way of assessing learning are inextricably linked. Teachers working to develop portfolio work, and some of their pupils, add their voices to the discussion of portfolio development towards an enhanced dialogic assessment culture. 相似文献
17.
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
18.
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
19.
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
20.
Abstract This article describes the results of qualitative research using portfolios in a preservice teacher education program. Our study involved participant observation of 26 portfolio review sessions, and open‐ended interviews with 13 student teachers and 13 cooperating teachers. We sought to understand how portfolios might contribute to the assessment and professional development of prospective teachers. We discuss potential benefits and identify several important practical issues that others might consider when introducing portfolio assessment into their own preparation programs. 相似文献