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Refocusing portfolio assessment: curating for feedback and portrayal

journal contribution
posted on 01.01.2018, 00:00 authored by J L Clarke, David BoudDavid Boud
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.

History

Journal

Innovations in education and teaching international

Volume

55

Issue

4

Pagination

479 - 486

Publisher

Taylor & Francis

Location

Abingdon, Eng.

ISSN

1470-3297

eISSN

1470-3300

Language

eng

Publication classification

C Journal article; C1 Refereed article in a scholarly journal

Copyright notice

2016, Informa UK Limited, trading as Taylor & Francis Group