NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ808426
Record Type: Journal
Publication Date: 2008-Oct
Pages: 9
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-1356-2517
Challenges in Producing a Portfolio for Assessment: In Search of Underpinning Educational Theories
Tisani, Nomathamsanqa
Teaching in Higher Education, v13 n5 p549-557 Oct 2008
The use of portfolios for assessment is gaining popularity in higher education. Despite acknowledged difficulties and flaws associated with this assessment method, portfolios have advantages over traditional methods. Handbooks on methods of constructing portfolios often emphasise the mechanics of the "process" of building portfolios. However, educators who use this form of assessment are increasingly faced by various hurdles, which are largely due to the fact that portfolio construction is more than the procedure of putting documents and artefacts together. In assessment by portfolio both educators and learners are treading unfamiliar territory. They encounter problems such as resistance, non-completion and difficulties with evaluating the portfolio and assessing the evidence. Similar problems were experienced in an initiative where portfolios were used to assess academics in a module for their professional development. In responding to some of the problems, facilitators have had to explore educational theories that should underpin both theory and practice.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa