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Portfolios: promoting teaching

Klenowski, Valentina (2000) Portfolios: promoting teaching. Assessment in Education, 7(2), pp. 215-236.

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Abstract

This article is based on the fndings 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.

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ID Code: 9488
Item Type: Journal Article
Additional Information: For more information, please refer to the journal’s website (see hypertext link) or contact the author.
DOI: 10.1080/713613329
ISSN: 1465-329X
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Education Assessment and Evaluation (130303)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2000 Taylor & Francis
Copyright Statement: First published in Assessment in Education 7(2):pp. 215-236.
Deposited On: 13 Sep 2007
Last Modified: 15 Jan 2009 17:45

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