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1.
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   

2.
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   

3.
Portfolios are an established method of assessment, although concerns do exist around their validity for capabilities such as reflection and self‐direction. This article describes an e‐portfolio which closely aligns learning and reflection to graduate capabilities, incorporating features that address concerns about portfolios. Students are required to complete assessments linked to graduate capabilities. In Year 3, a portfolio review occurs (205–248 students per year), focusing on students' grades and feedback from assessments and a reflective essay is submitted. In the essay, students reflect on their progress, identify areas of weakness and detail plans for improvement. Progress in each capability is summatively graded against specific criteria and feedback is provided. Students progressively accumulate evidence of learning linked to the graduate capabilities. The provision of sufficient structure prevents evasion of areas of weakness. Importantly, the equal weighting given to all graduate capabilities emphasises that competence in all areas is required. The requirement for a degree of self‐direction and reflection in all assessments promotes regular review of progress. This e‐portfolio explicitly links graduate outcomes with assessment in order to drive learning. Further research is required to evaluate acceptability to students, as well as the efficacy of portfolios in developing reflective practice and self‐directed learning.  相似文献   

4.
This study aimed at investigating the role of electronic portfolios in fostering pre‐service teachers’ reflective thinking. The research was conducted with pre‐service English language teachers enrolled in a practicum course in an undergraduate teacher education programme in Turkey. The data were collected through e‐portfolios and interviews. The findings revealed that e‐portfolios gave participants a sense of ownership, fostered reflecting thinking, supported collaboration and allowed them to make connections between theory and practice. With the on‐going nature of the e‐portfolio, participants had the chance of developing and reviewing their portfolio artefacts whenever and wherever they wanted. Therefore, electronic portfolios allowed teacher candidates to reflect more on their own work and thus engage in on‐going professional development.  相似文献   

5.
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   

6.
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   

7.
This paper reports on a successful attempt to use the portfolio as a sole assessment tool for an upper level language arts course at an English‐medium university in Lebanon. Over four consecutive years in the spring semester, the teacher/researcher devised a special syllabus based on the teaching/learning of text discourses and other language tasks emphasizing skills to improve the English language of the learners. Only students’ portfolios were used to evaluate students’ work. The learners, majoring in Education or English, worked on various language tasks. They presented and assessed their work according to rubrics. Learners had to self‐reflect on each task, have a one‐to‐one conference with the class teacher, and assign a letter grade to their work. Results indicated that though using only portfolios for assessment purposes was a rather difficult task, it was still more effective than traditional assessment. Working on self‐assessed portfolios actively engaged learners in the learning process.  相似文献   

8.
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   

9.
The Digital Portfolio Project at Newcastle University aimed over one year (2002/2003) to support teachers in producing, storing and accessing assessment portfolios of learner’s work using information and communications technology (ICT). This paper draws on evidence of pupil views collected as part of 14 teacher‐led case studies. The teachers all approached the task of developing digital portfolios in different ways and the variety of end products was large; however, the common result was the value placed on using the portfolio as a tool for reflection and celebration of children’s learning. As part of the data collection teachers were encouraged to gather pupil views about the digital portfolio learning process. These comments provide an interesting and surprisingly analytical perspective of the research and learning process not commonly considered in the academic community. This paper documents the pupils’ views and uses them to review the strength of the digital portfolio process and the benefits of using it in the primary classroom.  相似文献   

10.
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.
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   

12.
This paper presents the results of a project conducted under the Greenfield Coalition concerning the development of an e-portfolio (a digital version of portfolios) assessment system. The goal of the system is to support student, course, instructor and curriculum assessment to enable continuous improvement of the educational process through the development of portfolios for each of them. In designing this system two areas of concern were identified: the development of an architecture for an easily maintainable system for structuring assessment portfolios and whether the system would be easy enough for first-year students to use. Two experiments were conducted to resolve these issues and verify that the architecture under development is proceeding appropriately. Toassure that the resulting system can properly structure and display the portfolios, a set of student and course data was entered into the system. Pages demonstrating the students' progress toward a course objective were automatically generated. To affirm that the mechanism identified for collecting the data is appropriate, a year-long digital portfolio collection was undertaken. Students submitted their coursework and supporting documents to a web server and used it to create their portfolio. Student reaction to the system was favourable. This project leads us to believe that the suggested architecture holds promise and merits continued development.  相似文献   

13.
In an effort to gain better understanding of the assessment of prior informal and non‐formal learning, this article explores assessors’ approaches to portfolio assessment. Through this portfolio assessment, candidates had requested exemptions from specific courses within an educational programme or admission to the programme based on their prior learning. The assessors judged the portfolios according to set rating criteria, and subsequently discussed their approaches. Their decision‐making processes, perception of portfolio use in the Assessment of Prior Learning (APL), deciding factors in portfolio assessment and use of the rating criteria were key elements in this discussion. The results show that they do use the rating criteria as an indicator in decision‐making, but have mixed perceptions regarding the fairness of APL portfolio assessment. They perceive the portfolio evidence in combination with sound argumentation as the deciding elements in portfolio assessment.  相似文献   

14.
《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   

15.
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   

16.
Student learning is the strongest criterion for evaluating effective teaching. This article looks at three practices which partner students, teachers, and faculty peers in understanding the quality of teaching and learning through student course portfolios and teacher course portfolios, majors portfolios and teaching portfolios, and collaborative classroom assessment. Two outcomes of using a learning paradigm are building community and representing successes in higher education through documentation of effective teaching and learning.Barbara L. Cambridge, Professor of English and Associate Dean of the Faculties at Indiana University-Purdue University Indianapolis, serves on the IUPUI Program Review and Assessment Committee and recently chaired the Task Force on Accountability and Assessment for Indiana University's Strategic Directions Longrange Planning. She has made presentations and written on portfolio assessment, assessment and evaluation of faculty work, and issues in undergraduate education. Editor of theJournal of Teaching Writing, she is past President of the National Council of Writing Program Administrators.  相似文献   

17.
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   

18.
This research draws on the experiences of a group of tertiary teachers who compiled a multi‐purpose portfolio as an assessment component of a postgraduate certificate in tertiary teaching at a New Zealand University. The research was initially undertaken in response to feedback from some of the participants that the experience of compiling a portfolio generated intense emotions. The data for this study were the retrospective reflections of the tertiary teachers on the experience of creating a portfolio as well as the portfolios themselves. The authors chose a narrative research methodology as an appropriate way to investigate a process that essentially involved the storying of the participants’ achievements and identities as tertiary teachers. The findings revealed that some participants felt uncomfortable about the blend of the formative (or developmental) and summative (or evaluative) functions of the multi‐purpose portfolio and that producing the portfolio evoked a range of complex emotions. These findings have led to the reformulation of the portfolio task.  相似文献   

19.
The growing popularity of a school‐wide e‐portfolio system in colleges and universities has raised concerns regarding whether students will use it or consider it important to have an e‐portfolio system, especially when its use is not required by their curriculum. This study investigated college students' intentions to use and the students' attitudes towards using an e‐portfolio system, and did so from the perspectives of career‐commitment status and weblog‐publication behaviours. The results indicate that career‐commitment status substantially influences college students' intentions and attitudes relative to using an e‐portfolio system. Also, overlap in the functions of weblogs and e‐portfolios (which allow people to use them interchangeably) does not directly result in higher or lower levels of intention to use an e‐portfolio system. A composite system providing career services, goal‐oriented self‐presentation and personality‐driven self‐expression is recommended.  相似文献   

20.
The purpose of this study is to analyse the feasibility of an evidential reasoning (ER) method for portfolio assessments and comparison of the results found with those based on a traditional holistic judgement. An ER approach has been incorporated into portfolio assessment of an undergraduate engineering design course delivered as a project-based learning (PBL) course and the calculated utility interval means of the student results compared with weighted rubric means based on a traditional holistic judgement. The findings show the ER method superior to the traditional holistic judgement in that ER is capable of incorporating, firstly, assessors' ignorance of information concerning the portfolio development and content and, secondly, incomplete portfolio information. The ER approach is a commendable alternative to traditional holistic judgement of PBL portfolios, since it provides additional information, increases accuracy and is easier to use.  相似文献   

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