The use of portfolios for assessment in teacher education: A perspective from Hong Kong

Valentina KLENOWSKI

Research output: Contribution to journalArticles

Abstract

This pilot study examined the use of portfolios for assessment purposes in the context of initial teacher education. Specifically, the study set out to identify the impact of the use of portfolios on teaching and learning outcomes. Reported here are the findings, the constraints and initial results, and learning outcomes for pre-service teachers and their lecturers. The significant implications for teacher educators are that they need to continue to develop and implement assessment for learning and devote more time and effort to this form of evaluation for formative purposes. Staff must understand that the implementation of portfolio use requires corresponding changes to pedagogy and the curriculum. The use of portfolios for assessment purposes in teacher education can enhance reflective practice if teacher educators understand their role in developing a structured environment where their students are given support and guidance to attain the skills of critical self-reflection and independence in their learning. Copyright © 1998 Routledge.
Original languageEnglish
Pages (from-to)74-86
JournalAsia Pacific Journal of Education
Volume18
Issue number2
DOIs
Publication statusPublished - 1998

Citation

Klenowski, V. (1998). The use of portfolios for assessment in teacher education: A perspective from Hong Kong. Asia Pacific Journal of Education, 18(2), 74-86.

Keywords

  • Teacher education assessment
  • Portfolio use
  • Self-evaluation
  • Reflective practice
  • Formative assessment

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