The formative and summative uses of a Professional Development Portfolio: a Maltese case study

Chetcuti, Deborah; Murphy, Patricia; Grima, Grace

doi:10.1080/09695940600563553

Cited by 16 publications

(26 citation statements)

References 23 publications

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“…It has been argued that the use of teaching portfolios creates a situation where students become more self-confident about their practice (e.g., Anderson and DeMeulle, 1998;Darling Hammond and Snyder, 2000;Kilbane and Milman, 2003). The present study revealed that portfolio assessment helped students to increase reflection upon subject matter content and expanded their awareness of the theories and assumptions that guided their practice (e.g., Klenowski, 2000;Zeichner and Wray, 2001;Chetcuti, Murphy and Grima 2006;Denney, Grier and Buchanan, 2012). Portfolios were also found to contribute to the development of skills related to lesson planning, organization, and time management (e.g., Reis and Villaume, 2002).…”

Section: Discussion and Suggestions For Practicementioning

confidence: 63%

“…Similarly, Andersen and De Meulle (1998), Klenowski (2000), Zeichner and Wray (2001), Imhof andPicard (2009), andChetcuti, Murphy andGrima (2006) pointed out the gains of the educators who embed the portfolio process into their courses. Changes in their teaching styles were noted through the integration of reflective practice and connecting it with their own philosophy of teaching.…”

Section: Discussion and Suggestions For Practicementioning

confidence: 96%

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Implementing Portfolios in Teacher Training:Why we use them and why we should use them

Akşit¹

2016

EJER

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Problem statement: After the implementation of new curricula in 2005, portfolios have become commonplace in teacher training programs in Turkey. Even though the use of portfolios is quite popular, the studies have shown that portfolios are mostly used to assess student learning outcomes, while the effectiveness of the educators and teacher training programs is usually unnoticed. For this reason, this study will focus on the contributions of portfolio utilization to educators and training programs. Purpose of Study:This study investigates the use of the portfolios in teacher training programs and analyses the contribution of portfolio utilization to educators, teacher training programs, and students.Method: An action research design was adopted involving 25 third grade social studies student teachers, who were randomly chosen from a sample of 128 students by selecting every fifth student on the classroom list of a semester-long course (14 weeks) in the 2012-2013 academic years at a state university in Turkey. This is a qualitative research study based on four open-ended questions and semi-structured interviews that were conducted with eight educators. Findings and Results:The findings indicated that portfolio utilization helps educators make modifications in their traditional roles and encourages them to adopt more student-centred approaches. In addition, portfolios assist in clarifying the program scope and goals and makes learning outcomes transparent. Furthermore, portfolios are a viable, effective, and * Assist.Prof. Dr., Pamukkale University, Art and Science Faculty, aksitf@pau.edu.tr 98Fisun Aksit appropriate tool in documenting student teachers' learning and professional development. Conclusions and Recommendations:The results of the research show that educators should take the utilization of portfolio into account not just to increase students' learning and assessment but also because of its additional benefits to educators and programs through many factors, such as being informed about the qualities and effectiveness of the program and daily lectures, putting the constructivist philosophy of the program into practice, creating a more democratic environment, ensuring one-toone interaction with the students, providing individualized learning, and using assessment as an integral part of learning and promoting dialogue with colleagues.

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Section: Discussion and Suggestions For Practicementioning

confidence: 63%

Section: Discussion and Suggestions For Practicementioning

confidence: 96%

Implementing Portfolios in Teacher Training:Why we use them and why we should use them

Akşit¹

2016

EJER

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“…This is in line with previous research. Chetcuti et al [22], for example, demonstrated that a disentangling could have a liberating effect on students. In their study, the students declared that they did not want to disclose their weaknesses to their lecturer, because they feared this may have had a negative influence on their summative assessment.…”

Section: Education Research Internationalmentioning

confidence: 99%

Disentangling Teaching and Summative Assessment in Higher Education? Pros and Cons from Students’ Perspectives

Coens

Sasanguie

Clarebout

et al. 2012

Education Research International

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The impact of the examiner on students' perspectives on learning and assessment is investigated. A disentangling of support and evaluation roles was implemented for two courses. The lecturer did not have the responsibility for the summative evaluation. Instead, this was the task of an examiner. Students' conceptions of the disentangling were investigated by means of focus groups (N = 21) before and open-ended questionnaires (N = 50 and N = 18) after the actual disentangled courses. Results showed as well pros as contras. Pros were that students felt free to express their own opinion during the examination, that they could 'team up' with the lecturer during the academic year, and that some of them believed this enabled the examiner to pass them a more objective judgment. Contras were that some students felt uncomfortable because they did not know the examiner, that they feared a wrong first impression would result in a less objective evaluation or that some students reported that they would behave less respectful to the lecturer if this person would no longer examine them. Students' arguments thus reveal what matters to them in assessment: they desire a reliable, a valid and a transparent evaluation.

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“…A review of relevant literature pertaining to reflection in learning and professional development, personalised learning and portfolios indicates a gap at the level of the doctorate. There exists plenty of research surrounding the use of reflection in teacher education (Davis, 2006;Harland, 2005) and the use of portfolios for learning and assessment (Chetcuti, Murphy and Grima, 2006;Klenowski, Askew and Carnell, 2006;Woodward, 1998) but very little research has been carried out at the level of the professional doctorate. A description of the context of the EdD and an illustration of how current policy translates into practice emphasises the significance of this issue and the need for further research.…”

Section: Introductionmentioning

confidence: 99%

Enhancing learning at doctoral level through the use of reflection?

Klenowski

Lunt

2008

Assessment & Evaluation in Higher Education

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. She has researched and published in the fields of evaluation, assessment and learning and has a diverse range of teaching and learning experience as a secondary teacher, university lecturer, senior policy officer and education consultant.Ingrid Lunt is a Professor of Educational Studies at the University of Oxford. Before that she was Professor of Educational Psychology and Dean of Research Degrees at the Institute of Education, University of London. She has researched and published in the field of professional doctorates and higher professional learning. She is a Past President of the British Psychological Society and has worked extensively with professional organisations both in the UK and in other countries on systems of continuing professional development which acknowledge the importance of systematic reflection on professional practice. AbstractThe EdD (Doctor in Education) is a professional doctorate that provides a framework for experienced professionals to examine and develop their practice through research and engagement with relevant theoretical perspectives and professional academic literature. This type of doctorate provides the opportunity for professionals to develop their capacity for critical, professional agency often achieved through the use of reflection for the integration of academic and professional knowledge. This paper explores doctoral students' perspectives on the nature and value of reflective statements in terms of a product of learning and a process of reflection. The analysis of EdD students' responses from one university in the UK reveals a connection between the process of reflection and the 2 development of professional knowledge and contribution to practice; major goals of professional doctorate programmes. This small-scale study has highlighted implications for the role of reflection in EdD programmes for the development of critical, professional agency. At the metacognitive level of the EdD student clarity is lacking about the process of reflection -the nature, scope, object, purpose, value and development -which raises the very important question of 'what counts as adequate reflection and on what grounds'. This study has identified the need to build capacity first, in the reflective practice of EdD students, second, in the pedagogic demands of the tutors and supervisors and third, the assessment demands required of examiners.

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The formative and summative uses of a Professional Development Portfolio: a Maltese case study

Cited by 16 publications

References 23 publications

Implementing Portfolios in Teacher Training:Why we use them and why we should use them

Implementing Portfolios in Teacher Training:Why we use them and why we should use them

Disentangling Teaching and Summative Assessment in Higher Education? Pros and Cons from Students’ Perspectives

Enhancing learning at doctoral level through the use of reflection?

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