Portfolio assessment in teacher education

Valentina KLENOWSKI, Sharon Lynne BRYANT, Andrew Anthony TIMMINS

Research output: Contribution to conferencePapers

25 Citations (Scopus)

Abstract

This paper is based on research conducted at the Hong Kong Institute of Education with student teachers. The paper outlines the implementation of portfolio assessment by some lecturers of the Curriculum and Instruction Department. The portfolio, which incorporates critical self-assessment, is discussed and presented as an alternative form of assessment. This form of assessment provides student teachers with the opportunity to demonstrate their progress in learning and metacognitive skills. This research was conducted using qualitative methodology to study the processes involved in portfolio assessment and the values which underlie the new assessment methods. Teaching sessions were observed, interviews of students and their lecturers were conducted, and documentary evidence (such as the teaching portfolios and students self-assessments) were examined. The findings include an analysis of the implementation of the process of portfolio assessment, the supports and constraints which impacted on the implementation, and the student learning outcomes. The research was funded by the Hong Kong Institute of Education.
Original languageEnglish
Publication statusPublished - Nov 1996

Citation

Klenowski, V., Bryant, S. L., & Timmins, A. A. (1996, November). Portfolio assessment in teacher education. Paper presented at the Hong Kong Educational Research Association (HKERA) 13th Annual Conference: Restructuring Schools in Changing Societies, The Hong Kong Institute of Education, China.

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