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In Search of the Ideal Portfolio

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There are many different interpretations of portfolios. While they all comprise collections of student work that demonstrate achievement, they differ according to degree of student engagement (self-assessment, reflection and ownership), and the means of assessing the contents. They might operate only as reporting tools for parents, or they might be more meaningful learning narratives for students. From an examination of the literature on portfolio definitions and types, and a consideration of an Australian school context dominated by outcomes-based education, authentic assessment and constructivism, this article posits a generally applicable portfolio for Australian schools.
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Keywords: academic achievement; assessment; constructivism; outcomesbased education; portfolios

Document Type: Research Article

Affiliations: University of Technology, Sydney

Publication date: 01 January 2004

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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