Klenowski, Val (2000) Portfolios: Promoting teaching. Assessment in Education: principles, policy and practice, 7 (2). pp. 215-236.

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Abstract

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.

Item ID:	814
Item Type:	Article (UNSPECIFIED)
ISSN:	1465-329X
Keywords:	Porfolios, Teacher education, Teaching skills
Additional Information:	© Taylor & Francis 2000. This journal is available online (use hypertext link above)
Date Deposited:	20 Oct 2006
FoR Codes:	13 EDUCATION > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930102 Learner and Learning Processes @ 100%
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