Assessment by Portfolio: An Encounter with Contradictory Discourses

Autor/in	Tisani, N.
Titel	Assessment by Portfolio: An Encounter with Contradictory Discourses
Quelle	In: South African Journal of Higher Education, 20 (2006) 3, S.546-557 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Portfolios (Background Materials); Portfolio Assessment; Program Implementation; Discourse Analysis; Content Analysis; Teacher Characteristics; Student Evaluation; Educational Assessment; Theory Practice Relationship; Faculty Development; Foreign Countries; Higher Education; Educational Policy; College Faculty; Teacher Attitudes; South Africa + Suchen Sie Ihr Suchwort? Portfoliobeurteilung; Diskursanalyse; Inhaltsanalyse; Schulnote; Studentische Bewertung; Education; assessment; Bewertungssystem; Theorie-Praxis-Beziehung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Fakultät; Lehrerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In the light of many changes taking place in higher education, it is often problematic to align the theoretical pronouncements with their application on the ground. This article is based on a study that tracked steps taken by educators to introduce portfolio assessment in an institution of higher learning. A phenomenographic research method was used to capture data from the documents the educators had produced over a two-year period. The focus of the research was on the manner in which three factors revealed the experiences of the research participants, namely the past of the participants and the institutional culture, the educational beliefs of the participants, and their educational understanding of portfolio assessment. Analysis of documents on programme design, implementation and evaluation revealed how the participants struggled to implement the use of a portfolio for assessment. After persistence and reflection, they improved on their practical interpretation of the theory. (As Provided).
Anmerkungen	Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10