Refocusing portfolio assessment: Curating for feedback and portrayal

Clarke, JL; Boud, D

Refocusing portfolio assessment: Curating for feedback and portrayal

Clarke, JL Boud, D

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Publication Type:: Journal Article
Citation:: Innovations in Education and Teaching International, 2018, 55 (4), pp. 479 - 486
Issue Date:: 2018-07-04

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Field	Value	Language
dc.contributor.author	Clarke, JL	en_US
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.date.available	2020-05-25T19:09:12Z
dc.date.issued	2018-07-04	en_US
dc.identifier.citation	Innovations in Education and Teaching International, 2018, 55 (4), pp. 479 - 486	en_US
dc.identifier.issn	1470-3297	en_US
dc.identifier.uri	http://hdl.handle.net/10453/114898
dc.description.abstract	© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. 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.	en_US
dc.relation.ispartof	Innovations in Education and Teaching International	en_US
dc.relation.isbasedon	10.1080/14703297.2016.1250664	en_US
dc.subject.classification	Education	en_US
dc.title	Refocusing portfolio assessment: Curating for feedback and portrayal	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	55	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	55	en_US

Abstract:

© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. 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.

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http://hdl.handle.net/10453/114898