Personal theory and reflection in a professional practice portfolio

Jones, Elizabeth

doi:10.1080/02602930902977731

Cited by 27 publications

(21 citation statements)

References 31 publications

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“…Nicol (2009) To help students achieve sustainable assessment Jones (2010) proposes the development of portfolios in order for students to develop a reflective practice. The introduction in teaching-learning processes of portfolios and projects can reinforce reliability (Jones 2010) and therefore trust (Carless 2009 He goes on to point out that only if students continue these practices could a portfolio be considered to have met the requirement for sustainable assessment.…”

Section: Reflection and The Use Of Portfoliosmentioning

confidence: 99%

Sustainable assessment revisited

Boud

Soler

2015

Assessment & Evaluation in Higher Education

394

210

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Sustainable assessment has been proposed as an idea that focused on the contribution of assessment to learning beyond the time scale of a given course.It was identified as assessment that meets the needs of the present in terms of the demands of formative and summative assessment, but which also prepares students to meet their own future learning needs. This paper reviews the value of such a notion for assessment, how it has been taken up over the past fifteen years in higher education and why it might still be needed. It identifies how it has been a successful intervention in assessment discourse. It explores what more is needed to locate assessment as an intervention to focus on learning for the longer term. It shows how sustainable assessment can help bridge the gap between assessment and learning, link to ideas such as self-regulation, students' making judgements about their own work and course-wide assessment.

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Section: Reflection and The Use Of Portfoliosmentioning

confidence: 99%

Sustainable assessment revisited

Boud

Soler

2015

Assessment & Evaluation in Higher Education

394

210

View full text Add to dashboard Cite

show abstract

“…It also encourages constructivist and connectivist approaches to teaching and learning. (Wray, 2007b;Rolheiser & Schwartz, 2001) and creates meaningful assessment practices for self-directed learning (Jones, 2010;Robichaux & Guarino, 2012). Therefore, e-Portfolios are critical instruments for managing the academic progress of each student; and can play an important role in managing the performance and progress of an entire education system (Arslam, 2014;Fisher, Cheung, Pickard, Chen, Cheung & Wong, 2011;Wray, 2007a;Trevitt, Macduff & Steed, 2013).…”

Section: Conceptualising and Contextualising Electronic Portfolios (Ementioning

confidence: 99%

“…Scholars posit that this type of portfolio is gradually being implemented in teacher education programmes, specifically in teaching practice at most higher education institutions (Wray, 2007b;Jones, 2010;Robichaux & Guarino, 2012;Hoekstra, Jocelyn & Crocker, 2015). These scholars reported that an ePortfolio is compiled for various reasons; and with different objectives, such as assessment and course evaluation.…”

Section: Conceptualising and Contextualising Electronic Portfolios (Ementioning

confidence: 99%

“…Student teachers include specific evidence in their ePortfolios during the teaching practice period (Jones, 2010); and several items are uploaded in the ePortfolios for feedback or final assessment. In the context of this paper, it is envisaged that Economics student teachers during the course of the study, use an ePortfolio to reflect, engage, collaborate and enhance active, authentic learning towards self-directed learning.…”

Section: Conceptualising and Contextualising Electronic Portfolios (Ementioning

confidence: 99%

“…In order for the higher education sector to be relevant and compatible in this challenging society, universities are compelled to either commit to the process of continuous change, or become redundant (Bates, 2010, p.15). The current debate at teacher education faculties about including ePortfolios or paper-based portfolios in new or redesigned learning programmes as part of the work-integrated learning (WIL) requirement, has emerged as an imperative for self-directed and lifelong learning approaches (Wray, 2007b;Jones, 2010;Robichaux & Guarino, 2012). Furthermore, Lam and Lee (2014, p.58) are of the view that the emancipation and transformation of teacher education programmes for a quality education system needs creative and innovative strategies to empower student teachers for the classroom of the future.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Exploring Student Teachers’ Views on ePortfolios as an Empowering Tool to Enhance Self-Directed Learning in an Online Teacher Education Course

Wyk¹,

Micheal²

2017

AJTE

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The effect of the lens of the teacher on summative assessment decision making: the role of amplifiers and filters

Edwards

2019

The Curriculum Journal

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Teachers draw on an amalgam of knowledge bases in their summative assessment decision making. However, research indicates that teachers' actions do not necessarily reflect their knowledge of good summative assessment practice, as other factors are at play. This article draws on findings from a qualitative study to explore what drives the decision making of beginning teachers as they develop summative assessment literacy. Gess‐Newsome's Model of Teacher Professional Knowledge and Skill provided a conceptual framework for the study. This model conceptualises the translation of knowledge to classroom practice as being influenced by a range of amplifiers and filters as it passes through the lens of the teacher. Teachers in this study indicated that contextual and personal factors acted in the role of amplifiers and/or filters as they personalised assessment knowledge and as they made decisions about their assessment actions in classrooms. This sometimes led to surprising outcomes such as teachers purposefully ignoring assessment protocols. This article proposes that teacher cognisance of the presence and impacts of amplifiers and filters on their assessment decision making is valuable.

show abstract

Personal theory and reflection in a professional practice portfolio

Cited by 27 publications

References 31 publications

Sustainable assessment revisited

Sustainable assessment revisited

Exploring Student Teachers’ Views on ePortfolios as an Empowering Tool to Enhance Self-Directed Learning in an Online Teacher Education Course

The effect of the lens of the teacher on summative assessment decision making: the role of amplifiers and filters

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