Preparing for Portfolio Assessment in Art and Design: A Study of the Opinions and Experiences of Exiting Secondary School Students in Canada, England and The Netherlands

Abstract

This study utilises survey questionnaires to compare 107 Canadian, English and Dutch students' opinions and experiences of portfolio preparation for final assessment in the terminal year of secondary school. The aim is to reveal what students value about portfolio assessment and if they see portfolio assessment as a valid preparation for their futures, particularly for those who plan to continue on studying art and design at college or university. Common approaches to assessment are examined, followed by a more focused discussion of curriculum and assessment practices in all three countries at the time of writing (March 2004). This is followed by a description of methodology; tentative findings are presented and the article concludes with a short discussion of some implications for art and design education.

Students’ conceptions of assessment: Links to outcomes

“…Both agreed that the goal of grading was to evaluate student achievement and that this should be done through objective testing. Other evidence exists that suggests that students prefer the system of assessment that they experience, regardless of the merits or deficiencies of that system (Blaikie et al 2004;Deutsch 1949). So the utility of obtaining student opinions about the fun aspect of assessment may not contribute much to our understanding; after all, they may like whatever is in their experience.…”

E-portfolio as a means of self-promotion on the Web

“…The goal of the portfolio exercise is to foster students' ability to critically self-assess their own artistic work, and to help them to form their artistic identity (Blaikie et al, 2004). Portfolios are beneficial, in that they enhance student motivation and engagement in learning, foster constructive learning, enable dialogue and co-operation between students and their teachers, provide valid and authentic assessment tasks that are related to the art curriculum, and respect the voices and personal styles of students (Pereira de Eca, 2005).…”

“…This is usually mitigated by the external examination of portfolios (Blaikie et al, 2004) or by using several evaluators -a 'community of assessors' -to evaluate portfolios (Pereira de Eca, 2005). In addition, as Blaikie et al (2004, p. 303) outline, "currently there is a move towards a 'flattening' of power relationships, where the student's opinion about his or her work is taken into account, and where assessment is negotiated between student and teacher".…”

Designing an E-Portfolio as a Storage, Workspace and Showcase for Social Sciences and Humanities in Higher Education Institutions (HEIs)

“…So, the researcher suggests that there is a necessity to have an e-Portfolio as a medium to sort all of the problematic issues including storage, workspace and showcase (Becta, 2007;Blaikie, Schonau, & Steers, 2004;Fitch, Peet, Reed, & Tolman, 2008). The possibilities of e-Portfolio being merged with cloud computing to solve the pertaining issues such as a storage as well as handling and controlling will extend teaching and learning to another level.…”