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Refocusing portfolio assessment: curating for feedback and portrayal

Clarke, Jillian L and Boud, David 2016, Refocusing portfolio assessment: curating for feedback and portrayal, Innovations in education and teaching international, pp. 1-8, doi: 10.1080/14703297.2016.1250664.

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Title Refocusing portfolio assessment: curating for feedback and portrayal
Author(s) Clarke, Jillian L
Boud, DavidORCID iD for Boud, David orcid.org/0000-0002-6883-2722
Journal name Innovations in education and teaching international
Start page 1
End page 8
Total pages 8
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2016-11-01
ISSN 1470-3297
1470-3300
Keyword(s) Portfolios
portfolio assessment
formative assessment
feedback
professional education
higher education
curation for learning
Summary Portfolios are embraced extensively in higher professional education as effective tools for students to represent their learning and help prepare them for future practice. They are very diverse, used for both formative and summative purposes; however, concerns are raised that the current emphasis on academic standards and/or the focus on employability may lead to the perception of portfolios simply as means to portray achievements. This paper argues that contemporary portfolios in digital environments can readily facilitate both purposes. It conceptualises a whole-of-programme approach to the use of portfolios in which consideration is given to the need to bring curation skills and feedback processes to the forefront of portfolio practices. For teachers considering these issues, a planning framework for the design of programme-wide portfolios is proposed.
Notes In press
Language eng
DOI 10.1080/14703297.2016.1250664
Field of Research 130103 Higher Education
13 Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Informa UK Limited, trading as Taylor & Francis Group
Persistent URL http://hdl.handle.net/10536/DRO/DU:30090145

Document type: Journal Article
Collection: Centre for Research in Assessment and Digital Learning (CRADLE)
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