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Article
Publication date: 17 January 2024

Belén Pagone, Paula Cecilia Primogerio and Sol Dias Lourenco

The purpose of this paper is to describe this new evaluation experience with portfolio in economics, not only from the teacher’s point of view but from the student perspective…

Abstract

Purpose

The purpose of this paper is to describe this new evaluation experience with portfolio in economics, not only from the teacher’s point of view but from the student perspective, and all the learning from its implementation; to provide ideas of evaluation practices in virtual and face-to-face modality in international business education; to motivate the rethinking of assessment practices in higher education to combine the best of each modality in the future.

Design/methodology/approach

The present work is a case study based on a qualitative description of the implementation of a portfolio as an assessment practice, supported by a reflection questionnaire with students’ perceptions and some elements of metacognition. The first section summarizes the literature used as a theoretical framework of this work. The second section describes the portfolio implementation by analyzing teachers and students reflections with a qualitative approach. The third section presents the findings. The fourth section is a discussion of findings, practical implications, limitations and future research directions. Finally, the conclusions of the work are shared.

Findings

Because the portfolio has had overwhelming results to assess what students have learned during the pandemic, it has become the learning and assessment tool after the pandemic, as it transforms the classes experience by shifting the focus from traditional examinations to more comprehensive, personalized and reflective ones. It also empowers students to take ownership of their learning, develop essential skills and cultivate a deeper understanding. Among other benefits, the portfolio means the creation of a safe and supportive environment for honest reflection, the development and design of strategic directions to improve learning and lead students toward metacognitive autonomy. Reflection pieces, a critical component of the portfolio, are a vital tool in the proactive learning process, as through reflection students learn to examine their own performance and discuss strategies to enhance their success in future work.

Research limitations/implications

This work began as an educational experience per se, not for research purposes, which caused it to be systematized and reconstructed in a descriptive way, not to measure quantitative results. In this way, the present work describes that the portfolio helps to achieve better results on students’ learning than traditional examinations but, as another limitation, it does not measure them nor the process. One more limitation of this work is that it was written in a postpandemic context but was implemented during the pandemic; therefore, the circumstances of writing are not the same as those of implementation, and this could also entail a certain margin of decontextualization. At the same time, this is an experience that is still in process and continually being adapted to this changed and changing educational postpandemic context.

Practical implications

One of the main implications of the portfolio experience, transferable to all educational contexts, is that it transforms the final exam into a metacognitive one, letting students be aware of their own process of learning and results – objectives and competences – acquired. In this way, it lets teachers witness a part of the learning process that is not so evident in the traditional assessment practices – focused on some aspect of the learning – as it makes visible the way in which students receive, process and apply content, that is to say, how they make it their own.

Social implications

The portfolio promotes reflective learning and metacognition, vital skills that benefit students beyond the classroom. This can have a positive impact on societal attitudes toward education and the quality of learning. Of the students, 82% felt the portfolio creation was helpful in their personal and professional lives, suggesting a broader societal impact. The paper’s findings contribute to the body of knowledge about the effectiveness of portfolio-based assessment in higher education, especially in the worldwide transition from online education to postpandemic education. This could guide future studies in similar educational contexts or with different pedagogical innovative tools.

Originality/value

In light of the 2020 pandemic lockdown, this work delves into the pressing need for educators to adapt and modify their teaching approaches. The relevance of this study is accentuated by the worldwide transition from online education to postpandemic education. This paper bridges the gap between theory and practice because the research can be applied to the educational practice of any international business education context, as well as lay the foundations for future research in the field that contributes to increasing evidence of the effectiveness of the use of the portfolio to achieve significant and deep learning in higher education.

Details

Journal of International Education in Business, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-469X

Keywords

Book part
Publication date: 21 November 2015

Zhuo Feng and Xiao Han

Evaluating preservice teachers’ performance is essential for quality teacher education programs. Since the 1980s, China has explored a new, more appropriate and effective…

Abstract

Evaluating preservice teachers’ performance is essential for quality teacher education programs. Since the 1980s, China has explored a new, more appropriate and effective evaluation system in teacher education. Traditional assessment systems have shortcomings, such as being one-shot, single measures, with more emphasis on quantitative than qualitative assessments. These limitations affect students’ learning motivation and progress, and subsequently the quality of teachers and teacher education. Under China’s New Curriculum Reform, preservice teacher evaluation is being adapted accordingly. Thus, more effective and easy-to-implement evaluation methods will be examined. Portfolios are a relatively new assessment tool, originating in the West. An increasing number of teacher education programs in China has adopted portfolio assessment, but efforts are needed to improve its implementation. Standards, for example, are necessary to measure its effectiveness. This chapter reviews the teacher knowledge literature and how it relates to portfolio building, describes and explains the use of portfolios in teacher education, and then shows a typical portfolio template and its content to illustrate its use in China. Finally, the issues and challenges encountered while using portfolio assessment are discussed. Any lessons for international teacher education programs experiencing similar assessment issues with their evaluation systems are shared.

Details

International Teacher Education: Promising Pedagogies (Part C)
Type: Book
ISBN: 978-1-78441-674-4

Keywords

Book part
Publication date: 4 February 2008

Mari Pearlman

To appreciate the distance the National Board for Professional Teaching Standards (NBPTS) certification program has come, and the speed with which it has traveled that distance, a…

Abstract

To appreciate the distance the National Board for Professional Teaching Standards (NBPTS) certification program has come, and the speed with which it has traveled that distance, a glance at its first decade from the perspective of assessment development is essential. The particulars of the history of the NBPTS's assessment strategies and designs have determined in many ways the current assessment architecture: the evolution of the assessment's design reveals the growth in our knowledge of innovative assessment strategies and formats and their uses. In this chapter, I will briefly summarize the history of the NBPTS assessment program, then describe and analyze the earliest assessment designs, some intermediate approaches, and then the current iteration (commonly referred to as the next generation certificates). I will finally detail the current assessment architecture, connecting that architecture to both the history and the lessons learned from the initial assessments.

Details

Assessing Teachers for Professional Certification: The First Decade of the National Board for Professional Teaching Standards
Type: Book
ISBN: 978-0-7623-1055-5

Article
Publication date: 20 February 2007

Valerie Sonley, Denise Turner, Sue Myer and Yvonne Cotton

The purpose of this paper is to report the results of a case study evaluating the revision of the assessment methods of an information literacy module. The revised assessment

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Abstract

Purpose

The purpose of this paper is to report the results of a case study evaluating the revision of the assessment methods of an information literacy module. The revised assessment method took the form of a portfolio.

Design/methodology/approach

During 2004, all six credit modules at the University of Teesside had to be reviewed and restructured into ten credit modules. Following Biggs' principles of constructive alignment, the tutors looked at the existing module aims and learning outcomes. A review of the literature and previous experience informed the selection of the new assessment method by portfolio. An evaluation of the assessment method was undertaken after the module had run.

Findings

The paper finds that the assessment method had real strengths especially in terms of validity. It was also economical and efficient. Students knew what they were expected to do and where they needed to put in effort.

Research limitations/implications

The assessment by a portfolio method has been carried out once with a relatively small cohort of students, so the findings can only be regarded as interim.

Practical implications

The tutors believe that they have created a very useful module with an aligned assessment method which would be of benefit to a much greater number of students

Originality/value

There is a shortage of publications that report the results of the use of portfolios for the assessment of information literacy.

Details

Reference Services Review, vol. 35 no. 1
Type: Research Article
ISSN: 0090-7324

Keywords

Book part
Publication date: 4 February 2008

Steven A. Schneider, Kirsten R. Daehler, Kristin Hershbell, Jody McCarthy, Jerome Shaw and Guillermo Solano-Flores

Creating something entirely new, something important, something for which there is no agreed upon “right way,” set model, or solid precedence is exciting – and, at times…

Abstract

Creating something entirely new, something important, something for which there is no agreed upon “right way,” set model, or solid precedence is exciting – and, at times, frustrating. Developing the Adolescence and Young Adulthood assessment for science teachers (AYA/S) of students aged 14 to 18+ for the National Board for Professional Teaching Standards (NBPTS) is a case in point. This chapter describes our experiences as an Assessment Development Laboratory (ADL) and looks at some of the challenges inherent in developing a large-scale assessment that is complex, strives to be innovative, and must be closely aligned with a given set of standards. Some of the external challenges we faced included shifting and unclear expectations, the conflicting needs of multiple stakeholders and a deadline that was dramatically shortened midway through the process. Within the assessment development process itself we also needed to consider how best to involve teachers, address issues of equity and standardize the process to maximize efficiency. We share some stories to illustrate not only the challenges but also the insights gained and lessons learned during the early years if the project with the hope that they provide a useful historical perspective relevant for other large-scale assessment development projects.

Details

Assessing Teachers for Professional Certification: The First Decade of the National Board for Professional Teaching Standards
Type: Book
ISBN: 978-0-7623-1055-5

Article
Publication date: 17 May 2011

Nijolė Burkšaitienė, Margarita Teresevičienė and Ligija Kaminskienė

The purpose of this paper is to contribute to the issue of bridging the gap between the labour market and university through recognition of non‐academic learning.

Abstract

Purpose

The purpose of this paper is to contribute to the issue of bridging the gap between the labour market and university through recognition of non‐academic learning.

Design/methodology/approach

The purpose is achieved by proposing portfolio use for documenting adults' personal and professional growth as part of their learning outcomes gained through non‐academic learning, including informal learning, work‐based learning and non‐formal learning that occurred outside one's workplace. To gain insights into the use of the portfolio for documenting adults' personal and professional development through different learning environments qualitative/content analysis was used, with the focus on the descriptions of adults' learning outcomes according to Carter's taxonomy. The study involved 11 portfolios drafted by candidates having claims for academic credits in a management study programme at Mykolas Romeris University in Vilnius, Lithuania. A learning format combining a portfolio development seminar followed by online consultations was created by the university; it was aimed at supporting candidates seeking academic recognition of their learning outcomes gained outside academia in exploring their non‐academic learning experience.

Findings

A structured portfolio and, more specifically, the portfolio based on Carter's taxonomy used as a tool for empowering the candidates has highlighted three important aspects of their learning claim, i.e. personal qualities, skills and knowledge as acquired in the non‐academic environment and built the basis for proof of personal and professional development in line with the requirements of existing university modules.

Research limitations/implications

The research is not intended to compare the taxonomy of personal qualities, skills and knowledge against any specific curriculum requirements; rather, it should be subject to further discussion. The research is based on one of the very first attempts to introduce a validation procedure of non‐academic learning and thus bears limitations of a pilot project.

Practical implications

A clearly structured portfolio of learning outcomes enables adults to highlight important aspects of their learning claim and match their proof of learning in line with the university requirements for academic credit.

Originality/value

While portfolio has been frequently identified as an effective tool for learning, assessment and professional development in higher education, little known research has focused on the use of portfolio as a tool for documenting adults' learning outcomes gained outside academia.

Details

Baltic Journal of Management, vol. 6 no. 2
Type: Research Article
ISSN: 1746-5265

Keywords

Article
Publication date: 29 August 2008

Marco Kalz, Jan van Bruggen, Bas Giesbers, Wim Waterink, Jannes Eshuis and Rob Koper

The purpose of this paper is twofold: first the paper aims to sketch the theoretical basis for the use of electronic portfolios for prior learning assessment; second it endeavours…

Abstract

Purpose

The purpose of this paper is twofold: first the paper aims to sketch the theoretical basis for the use of electronic portfolios for prior learning assessment; second it endeavours to introduce latent semantic analysis (LSA) as a powerful method for the computation of semantic similarity between texts and a basis for a new observation link for prior learning assessment.

Design/methodology/approach

A short literature review about e‐assessment was conducted with the result that none of the reviews included new and innovative methods for the assessment of open responses and narrative of learners. On a theoretical basis the connection between e‐portfolio research and research about prior learning assessment is explained based on existing literature. After that, LSA is introduced and several examples from similar educational applications are provided. A model for prior learning assessment on the basis of LSA is presented. A case study at the Open University of The Netherlands is presented and preliminary results are discussed.

Findings

A first inspection of the results shows that the similarity measurement that is produced by the system can differentiate between learners who sent in different material and between the learning activities and chapters.

Originality/value

The paper is original because it combines research from natural language processing with very practical educational problems in higher education and technology‐enhanced learning. For faculty members the presented model and technology can help them in the assessment phase in an APL procedure. In addition, the presented model offers a dynamic method for reasoning about prior knowledge in adaptive e‐learning systems.

Details

Campus-Wide Information Systems, vol. 25 no. 4
Type: Research Article
ISSN: 1065-0741

Keywords

Book part
Publication date: 2 September 2010

Sam Hausfather and Nancy Williams

Accreditation demands from both state and national bodies have influenced the development of major assessments at Maryville University of St. Louis. Three key assessments used in…

Abstract

Accreditation demands from both state and national bodies have influenced the development of major assessments at Maryville University of St. Louis. Three key assessments used in all teacher preparation programs are described: practicum assessments of candidates in field experiences, program portfolios, and the student work sampling project. A review of the impact of accreditation on the development and analysis of these assessments reveals a constant tension between the use of qualitative and quantitative data. Although the assessment system allows for data collection, analysis, and use, it is perceived more as a burden than illuminating. The qualitative conversations growing from the use and analysis of individual data often lead to more program change. Involvement in the use of assessments with candidates, observations of candidates in the field and in their presentations, and review of candidate comments appear to provide the best data sources.

Details

Tensions in Teacher Preparation: Accountability, Assessment, and Accreditation
Type: Book
ISBN: 978-0-85724-100-9

Book part
Publication date: 9 August 2012

Rachel Applegate and Marilyn M. Irwin

Accreditation agencies both institutional and professional (such as the American Library Association) have asked educators to demonstrate student learning outcomes for every…

Abstract

Accreditation agencies both institutional and professional (such as the American Library Association) have asked educators to demonstrate student learning outcomes for every academic program that they are assessing, and that they use the data gathered for continuous improvement of programs. This chapter reports on the development of an electronic portfolio (ePortfolio) structure for accomplishing an assessment process within a school of library and information science. From the student side, the portfolio prompts them to select work that they feel is their best effort for each program outcome such as “assist and educate users.” From the faculty side, all items for a given outcome can be downloaded and assessed quantitatively and qualitatively so as to arrive at an understanding of how well the program as a whole is doing, with sufficient detail to guide specific improvement decisions. During design, researchers employed a sequential qualitative feedback system to pose tasks (usability testing) and gather commentaries (through interviews) from students while faculty debated the efficacy of this approach and its place within the school's curricular structure. The local end product was a usable portfolio system implemented within a course management system (Oncourse/Sakai). The generalizable outcome is an understanding of key elements necessary for ePortfolios to function as a program-level assessment system: a place for students to select and store artifacts, a way for faculty to access and review the artifacts, simple aggregations of scoring and qualitative information, and a feedback loop of results into program design for improved student learning.

Article
Publication date: 12 October 2015

Chloe Mills

This paper aims to describe the development of a Librarianship Portfolio for the purposes of permanent status evaluation and rank promotion at a small private university with a…

Abstract

Purpose

This paper aims to describe the development of a Librarianship Portfolio for the purposes of permanent status evaluation and rank promotion at a small private university with a unionized faculty.

Design/methodology/approach

The Librarianship Portfolio was conceived and based on teaching portfolios and evaluative documents at other colleges and universities and is also a direct result of collective bargaining negotiations.

Findings

Interest in outcomes assessment and evaluation is increasing in the educational institutions where academic librarians work. One assessment strategy that has been developed for teaching faculty is the professional teaching portfolio. Librarians have not widely adopted this type of documentation for the purposes of tenure evaluation or work performance assessment.

Practical implications

Portfolios such as this one can serve as a basis for collecting documentation and highlighting excellence in job performance at other academic libraries, whether or not librarians are faculty or belong to a union.

Originality/value

The Librarianship Portfolio as described here is a unique creation in job performance evaluation.

Details

New Library World, vol. 116 no. 9/10
Type: Research Article
ISSN: 0307-4803

Keywords

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