Portfolio assessment
Direct from the classroom
Bibliographic Data
| ID | 19377941 |
|---|---|
| Authors | Betty McDonald (0000-0001-8928-5812, a The Learning Centre , University of Trinidad and Tobago , 74–98 O’Meara Industrial Park, Arima , Trinidad and Tobago, corresponding author) |
| Year | 2012 |
| Volume | 37 |
| Issue | 3 |
| Pages | 335-347 |
| Publication date | 2012-05-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2010.534763 |
| OpenAlex | W2103975185 |
| Language | EN |
| Citations received | 5 |
| References cited | 5 |
Portfolios have been regarded as a means of personal self‐expression. This study reports on student real‐life experiences with portfolio assessment. The focus group comprised 150 freshmen (100 females) from a small campus of a tertiary educational institution. For two semesters (approximately 30 weeks), students engaged in numerous activities selected to encourage deep learning and understanding of mathematical concepts. Because students were not involved in the experiment, ecological validity was maximised, and observations may be regarded as fairly authentic and worthy of analysis. Generally, students reported learning much from portfolio assessment and felt an integral part of the assessment process. Portfolio assessment appeared to empower students and provide them with the self‐respect they desired. Future research could compare results from everyday observations with those from experiments
Business · Focus group · Higher education · Institution · Mathematics education · Medical education · Pedagogy · Political science · Portfolio · Self-assessment · Social science · Sociology · Innovative Teaching and Learning Methods · Psychology · Reflective Practices in Education · Student Assessment and Feedback · Marketing
Investigating the influence of the most commonly used external variables of TAM on students’ Perceived Ease of Use (Peou) and Perceived Usefulness (PU) of e-portfolios
Beyond the Classroom
Contemplating modes of assessing citizenship competences
The use of portfolios to foster professionalism
First year law students
| Citations per year | 0.5 |
|---|---|
| Citation span | 2016 - 2024 (9) |
| Highly cited | No |