Portfolio assessment in practice in engineering

Payne, Roger N; Bramhall, Mike; Lawson, Jordan; Robinson, Ian; Short, C. Brant

doi:10.1007/bf00183706

Cited by 4 publications

(3 citation statements)

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“…Allen, 1995;Broad, 2000), and engineering (e.g. Payne et al, 1993). In some areas, such as architecture and art and design, portfolio assessment has long been commonplace.…”

Section: Introductionmentioning

confidence: 99%

Summative assessment of portfolios: an examination of different approaches to agreement over outcomes

Johnston

2004

Studies in Higher Education

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The issue of arriving at agreement over outcomes in summative assessment of portfolios has been a major concern, given the complexity of the assessment task, the educational and political context, and the widespread and growing use of portfolios in higher education. This article examines research findings in this area. The discussion takes place in a philosophical and theoretical context. The first section of this article considers various approaches to portfolio assessment (e.g. positivist, interpretivist, feminist) and the assumptions underlying them. The second section examines research findings in these different traditions, pointing out the findings and gaps in each, as well as suggesting potential meeting points between them. The article does not argue that any approach offers all answers to all problems connected with agreement over outcomes in portfolio summative assessment. Rather, the purpose of this article is to clarify the choices facing assessors. The underlying issues raised here have relevance to other methods of assessment, apart from portfolios.

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“…Allen, 1995;Broad, 2000), and engineering (e.g. Payne et al, 1993). In some areas, such as architecture and art and design, portfolio assessment has long been commonplace.…”

Section: Introductionmentioning

confidence: 99%

Summative assessment of portfolios: an examination of different approaches to agreement over outcomes

Johnston

2004

Studies in Higher Education

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“…Practical examples of their applications and effectiveness are also abundant (Jisc, 2008). Although portfolios are not a new idea in science and engineering (Markes et al, 2004;Payne et al, 1993), they are still not commonly used (Kilgore et al, 2013). A brief survey was done of the course descriptors available online from 20 UK universities to see how widely portfolios and reflection are currently used in civil engineering courses.…”

Section: The Use Of Portfolios In Engineering Educationmentioning

confidence: 99%

Bridging the gap: university to professional qualifications

Thompson¹,

Surgeoner

2014

Proceedings of the Institution of Civil Engineers - Management,

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The jump from higher education to professional qualifications can be challenging. Engineering students do not necessarily leave university with the reflective and planning skills required for initial professional development (IPD). Many trainees do not understand IPD. These professional skills are not well covered in most UK universities. If this gap can be bridged then graduates may be more employable. This paper presents a case study where an IPD-style portfolio is used to assess the challenging breadth of the subject of sustainability with a large and diverse cohort of students. The details of the assessment, teaching methods and marking criteria are described and the challenges presented are discussed. Feedback was gathered from current students from the past 3 years, representatives of industry and the professional institutions. Ten companies were consulted including detailed interviews with recent graduates and senior engineers responsible for staff development and links to professional institutions. They were enthusiastic about the ideas presented in this work. This approach could be adopted widely throughout the university engineering curriculum. Professional institutions could consider how they might benefit from closer links with higher education. As professional institutions implement online systems for IPD they could consider ways to involve undergraduate students in the process.

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“…To this point, we have done little in the way of examining professional portfolios within a theoretical context, which inevitably impacts their practical implications. Uses of portfolios are widespread and most prevalent in the United States in areas of higher education such as medical education (Challis, 1999), school and university teacher training (Baume & Yorke, 2002), writing (Broad, 2000), engineering (Payne, Bramhill, Lawson, Robinson, & Short, 1993), architecture, and art and design (Johnston, 2004). Portfolios take many forms (a report on a major project, a collection of different pieces of work) and have different purposes (to showcase performance, track developmental growth); provide records of goals, growth, achievement, and professional attributes developed over time in professional practice and in collaboration with others; and serve as an assessment strategy to ascertain knowledge, understanding, and skills (Challis, 1999).…”

Section: Professional Portfolios As a Theoretical Toolmentioning

confidence: 99%

Portfolio Assessment as a Tool for Promoting Professional Development of School Principals: A South African Perspective

Mestry

Schmidt

2010

Education and Urban Society

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Poor matriculation results in South African urban schools have resulted in the implementation of professional development programs for principals who wish to improve their qualifications and practice. This article studies principals’ perceptions of the efficacy of using portfolios to assess their professional growth. Using a poststructural lens to theorize portfolio use, interview data were examined to discern what themes consistently evolved when principals were engaged in self-evaluating their own professional practice through a methodological framework of portfolio development. The findings revealed insights into the efficacy of the use of professional portfolios in the professional development of principals.

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Portfolio assessment in practice in engineering

Cited by 4 publications

References 0 publications

Summative assessment of portfolios: an examination of different approaches to agreement over outcomes

Summative assessment of portfolios: an examination of different approaches to agreement over outcomes

Bridging the gap: university to professional qualifications

Portfolio Assessment as a Tool for Promoting Professional Development of School Principals: A South African Perspective

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