NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ810001
Record Type: Journal
Publication Date: 2008-Jun
Pages: 11
Abstractor: As Provided
Reference Count: 19
ISSN: ISSN-1360-144X
Teaching Portfolios: Their Role in Teaching and Learning Policy
Buckridge, Margaret
International Journal for Academic Development, v13 n2 p117-127 Jun 2008
Teaching Portfolios are now common in higher education. They are used both developmentally and summatively in spite of the fact that many academics find them generically quite unfamiliar. This paper explores, primarily conceptually, the experience of one institution as to the ways in which portfolios have functioned in its processes and its practice. The paper introduces a small empirical sample of portfolios in an attempt to give concrete meaning to some of the points made. Ultimately, it questions whether portfolios can have a mixed developmental/summative mode of existence and still meet the purposes the institution intends. This raises the issue of the extent to which a summative mechanism can become an end in itself and can actively limit progressive potential. (Contains 1 table.) [Abstract also included in French.]
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 - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A