Advancing assessment practice in continuing professional learning: toward a richer understanding of teaching portfolios for learning and assessment

$54.78 plus tax (Refund Policy)

Buy Article:

Abstract:

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.

Keywords: academic development; academic practice; continuing professional development; continuing professional learning; teaching portfolios

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/1360144X.2011.589004

Affiliations: 1: Oxford Learning Institute, University of Oxford, Oxford, UK 2: Faculty of Humanities, University of Manchester, Manchester, UK

Publication date: June 1, 2012

More about this publication?
Related content

Share Content

Access Key

Free Content
Free content
New Content
New content
Open Access Content
Open access content
Subscribed Content
Subscribed content
Free Trial Content
Free trial content
Cookie Policy
X
Cookie Policy
ingentaconnect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more