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1.
Teaching portfolios have become commonplace in the US in teacher education programs, in the process of granting an initial teaching license, in teacher recertification, and in National Board certification. This paper focuses on the use of teaching portfolios in preservice teacher education programs and analyzes the various ways in which portfolios have been conceptualized and implemented. A conceptual framework is proposed to enable researchers to describe the conditions of portfolio use. A presentation of the conditions of portfolio use will enable a greater understanding of the ways in which teaching portfolios impact teacher development and the quality of teacher assessments under different conditions of use. The paper concludes with a discussion of the key issues that have emerged in the use of teaching portfolios in preservice teacher education in the US.  相似文献   

2.
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   

3.
《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   

4.
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   

5.
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   

6.
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   

7.
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   

8.
《教育实用测度》2013,26(4):333-345
Portfolio assessment is one of the most interesting and widely discussed of the new alternative assessments. In this paper we explore the portfolio metaphor as it is applied to literacy portfolios. We suggest that portfolios provide a powerful tool for the enhancement of instruction and assessment, addressing educators' concerns about authentic assessment, documentation of academic progress, and teacher and student involvement. However, we caution that there are many important and unresolved issues that must be confronted if portfolio assessment is to succeed. Fundamental issues of validity and reliability must be addressed as well as practical issues of implementation, standard setting, sufficient resources, and teacher expertise. We argue that the ultimate success of portfolios will rest on our ability to communicate portfolio-based assessment information to others. We offer the teacher's class portfolio as a promising strategy for aggregating and reporting information, while preserving the integrity of individual student portfolios and teacher judgment. Whether the emphasis is on individual student portfolios or classroom portfolios, educators must be committed to the staff development and additional research that portfolio assessment demands.  相似文献   

9.
The main objective of this research was to review the characteristics of portfolios and their outcomes for teaching professionalism to undergraduate medical students. A systematic review on the use of portfolios in teaching professionalism to medical students identified 1257 papers. Of these, 11 articles met all inclusion criteria. According to the papers, the use of portfolios for teaching professionalism shows versatility, supports learning strategies and has the potential to be used in different contexts, including for formative and summative purposes. The weaknesses were based on the artificiality of the reflections, deficient instructions, time-consuming processes and preference among students for other teaching methods. Students complained about feeling that the reflection was ‘forced’, and they tended to write based on social conventions rather than reveal their true thoughts. Reflection is a powerful component of the portfolio, but the method by which it is taught could easily ruin its potential to boost professionalism. Requiring reflection did not ensure its achievement; increased understanding by students regarding how and why they were doing it, the clarity of assessment methods and constructive feedback might strengthen the potential for success. A framework was designed to support faculty members in developing and applying portfolios with a clear and broad view of this teaching strategy.  相似文献   

10.
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   

11.
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   

12.
Graduate teaching assistants (GTAs) and postgraduates in the UK are taking on greater responsibility for teaching, and therefore it has become increasingly necessary to explore the teacher training that supports them in this endeavour. This paper outlines an impact evaluation carried out on a graduate certificate programme primarily aimed at GTAs and support staff at a research-intensive institution. The concept of impact evaluation is explored. This qualitative research establishes impact on the approaches participants took and their understanding of teaching following on from the programme. Interviews with nine participants, analyses of their critical reflective portfolios, and analyses of their teaching observation commentary are reported on. Findings reveal participants felt they had gained particular skills of teaching, were more reflective, and adopted a more student-centred approach to their teaching. It is recommended that training on specific teaching skills be incorporated into the provision available for GTAs and that disciplinary differences accommodated.  相似文献   

13.
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   

14.
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   

15.
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   

16.
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   

17.
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   

18.
The assessment of teaching quality has been high on the agenda of higher education institutions in South Africa since the beginning of the momentous transformation of that society and the attendant relatively sudden changes in the student constituencies served by those institutions. The University of Natal has accepted the need to recognise and reward quality in teaching, and since 1994 has implemented a new route to academic promotion through teaching, based on committee evaluation of a candidate's teaching portfolio. In this paper, the process of development and the actual model of the assessment of quality in teaching, including the evaluation criteria used in assessing teaching portfolios, is explored, described and evaluated. The successes and the problems inherent in the system are highlighted, and suggestions are made with respect to possible reconsiderations. Finally, the possibilities for generalising the model for use in other institutions are explored.  相似文献   

19.
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   

20.
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   

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