Search results for: Portfolios

In a post-graduate teacher education program, the assessment of video portfolios was evaluated for its reliability, construct validity, and consequential validity. Although video portfolio facilitated a reliable and valid assessment of teacher competencies, procedures to improve assessment quality were also revealed and discussed.

In this study, the authors examined whether critical reflections within the portfolio could provide evidence of teachers’ engagement in reflection-based inquiry as well as levels of development of reflection. 51 teachers who enrolled to in a graduate-level program in a college of education. Data consisted of five sets of required prompted reflections that were written for the program portfolio. Analysis of the reflections revealed that teachers’ incorporation of inquiry changed as they proceeded through the coursework.

This article explores the possible role of teaching portfolios as an effective tool both for the negotiation of identity and for the demonstration of teaching competence. Through examining the perceptions of teachers who are in their first five years of teaching, the authors seek to re-frame teaching portfolios in relation to repertoires of practice, a sociocultural historical phrase referring to shared competencies within a given community. The authors conclude that this re-framing enables novice teachers to understand competencies as the repertoires of the teaching profession and that they can enact these repertoires, or competencies, through a range of different practices.

Assessment plays an integral role in teaching and learning in higher education and teachers have a strong interest in debates and commentaries on assessment as and for learning. This article reports on a project experimenting with interview panels as authentic assessment with preservice early childhood teachers. At the end of their first semester of study, students enrolled in the Graduate Diploma of Education program at the Queensland University of Technology in Australia were required to participate in a panel interview where they were graded by a panel made up of three faculty staff and one undergraduate student. Results indicated that both students and staff valued the experience and felt it was authentic.