Promoting Professional Development in Higher Education through Portfolio Assessment

Järvinen, Annikki; Kohonen, Viljo

doi:10.1080/0260293950200104

Cited by 41 publications

(18 citation statements)

References 3 publications

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“…On the other hand, evaluation of the quality of the teaching-learning process at university is made possible (De la Fuente & Cardelle-Elawar, 2009;Enmanuel & Adams, 2006;Ginns, Prosser, & Barri, 2007;Harvey & Green, 1993;Print & Hattie, 1997;Zohar & Bracha, 2008). It also gives teaching staff the opportunity to reflect on these processes (De la Fuente, Justicia, & Berben, 2005;Entwistle & Peterson, 2004;Jarvinen & Kohonen, 1995;Pratt, 1997), especially when teachers are new graduates with a great deal of formative requirements (Trigwell, Prosser & Taylor, 1994).…”

Section: Discussionmentioning

confidence: 99%

Validation Study of the Scale for Assessment of the Teaching-Learning Process, Student Version (ATLP-S)

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Sander

Justicia

et al. 2017

EJREP

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Section: Discussionmentioning

confidence: 99%

Validation Study of the Scale for Assessment of the Teaching-Learning Process, Student Version (ATLP-S)

Fuente

Sander

Justicia

et al. 2017

EJREP

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“…especially portfolios with a focus on the learning process, such as development portfolios, learning portfolios, and process-folios have been advocated by many theorists as promising tools to help students become reflective and self-directed learners (e.g., Driessen, van Tartwijk, Overeem, Vermunt, & van der Vleuten, 2005;Järvinen & Kohonen, 1995;Klenowski, 2002; Development portfolio 5 Seidel et al, 1997). In this article, we will use the term 'development portfolio' to refer to portfolios that (a) contain students' progress reports and reflections and (b) are used for formative assessment purposes.…”

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confidence: 99%

Design and evaluation of a development portfolio: how to improve students’ self-directed learning skills

et al. 2008

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In on-demand education, students often experience problems with directing their own learning processes. A Structured Task Evaluation and Planning Portfolio (STEPP) was designed to help students develop three basic self-directed learning skills: Assessing the quality of own performance, formulating learning needs, and selecting future learning tasks. A case study with 10 first-year students in the domain of hairdressing was conducted to evaluate STEPP's use, usability, and perceived effectiveness. Results from student interviews show that usability and use are influenced by several factors. Students with low prior hairdressing skills, a weakly developed personal approach to direct their own learning, and an inclination to update STEPP as part of their weekly routine, use STEPP more frequently than students without these characteristics. Both the supervisor and students who frequently used STEPP perceived its use as a positive contribution to the development of self-directed learning skills. Furthermore, this study provides guidelines for the design of development portfolios in on-demand education. Development portfolio 3Design and Evaluation of a Development Portfolio: How to Improve Students' Self-Directed Learning SkillsIn the Netherlands, on-demand education is becoming increasingly popular in secondary vocational education because it is expected to address the uniqueness of students' learning needs and to better prepare students for lifelong learning in their future profession. It offers students the opportunity to plan their own learning trajectory by providing them a certain amount of freedom to choose what they want to learn (i.e., selecting a topic) and how they want to learn this (i.e., selecting particular learning tasks). For instance, an on-demand educational program at a school for hairdressing offers students the opportunity to decide for themselves which skills, from a predefined set of skills, they prefer to develop first: Washing hair, permanent waving, applying hair-dye, and so forth. After choosing which skill(s) they want to develop, students select from a predefined set of tasks the tasks they want to perform to develop these skill(s), creating their personal learning trajectory. Students can choose from tasks in which they practice on a dummy or a model, in which they learn from studying a book, watching a video, or observing an expert at work, in which they work in groups or individually, in which they practice only one skill (i.e., part-task practice) or more than one skill (i.e., whole-task practice), and so forth.Self-directed learning (SDL) plays an important role in on-demand education. Althought the concept of SDL originally emerged from the field of adult education, with particular relevance to workplace learning, students in secondary vocational education are also more and more required to direct their own learning processes, including assessing their own performance, deducing their learning needs from these assessments, and selecting suitable learning resources (e.g., learn...

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“…Before starting the interview process, researchers went to each classroom, introduced the purpose of the study, and prepared an interview time table in cooperation with each participant. Then, each of the individual interviews was conducted in a personal and trusting atmosphere, which was believed to result in reliable and comprehensive data (Jarvinen and Kohonen 1995). Before the interview, the purpose of the study was reemphasized and an interview schedule was given to each interviewee to help her/him understand the intent and content of the interview questions.…”

Section: Data Collection Proceduresmentioning

confidence: 99%

“…Portfolio may take various forms and could be used for different purposes such as students' work prepared over a period time (Arends et al 1998) that reflects their effort, progress, and achievement in one or more areas (Paulson et al 1991) and a document that shows student's performance (Jarvinen and Kohonen 1995;Klenowski 2000;Wolf and Siu-Runyan 1996). Portfolio could be thought as a cumulative record of progress that fosters reflective thinking (Mokhtari et al 1996, p. 245;Klenowski 1998;Reis and Villaume 2002), and a big picture that reflects students' activities.…”

mentioning

confidence: 98%

Prospective teachers’ perceptions on different aspects of portfolio

Erdoğan

2010

Asia Pacific Educ. Rev.

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This qualitative-case study examined how portfolio and portfolio assessment were perceived by prospective teachers. The participants were 23 prospective teachers from seven different teaching areas from a Turkish university. A semi-structured individual interview was conducted. The interview schedule included 15 open-ended questions. The main results emerged from content analysis were that prospective teachers perceived portfolio as a learning and an assessment tool. Further, they believed that portfolio was complementary rather than an alternative assessment method to traditional assessment procedures.

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Promoting Professional Development in Higher Education through Portfolio Assessment

Cited by 41 publications

References 3 publications

Validation Study of the Scale for Assessment of the Teaching-Learning Process, Student Version (ATLP-S)

Validation Study of the Scale for Assessment of the Teaching-Learning Process, Student Version (ATLP-S)

Design and evaluation of a development portfolio: how to improve students’ self-directed learning skills

Prospective teachers’ perceptions on different aspects of portfolio

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