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ERIC ED526801: Portfolio Assessment of Teaching Practice: Views Fro...
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Portfolio assessment of teaching practice was first
introduced into the University of Botswana's Faculty of
Education in May 2010. This study sought to investigate
the impact of this innovative new professional
development/assessment system on the professional growth
and development of in-service teachers. The findings of
the study suggest that although student teachers found
portfolio development to be cumbersome and time-
consuming, the general consensus was that developing
portfolios provided useful and valuable learning
experience which enhanced their creativity, reflective
practice and continuous professional growth. Overall,
students found portfolio development and its assessment
and evaluation of a cumulative collection of their
creative works to be a better approach for the assessment
of teaching than the traditional approach. The study also
found out that there was a lack of consistency in the way
supervisors assessed students' portfolio and for this
reason, it concluded with the recommendation that in
order to increase the reliability and credibility of
portfolio assessment, there is a need to provide
intensive orientation and clear guidelines to students
and all classes of supervisors in future in the form of
clear expectations for the purpose of selection of
artifacts, organization, reflection, assessment and
evaluation of portfolios. (Contains 1 table.)
Date Published: 2016-02-09 00:48:25
Identifier: ERIC_ED526801
Item Size: 7452890
Language: english
Media Type: texts
# Topics
ERIC Archive; Foreign Countries; Inse...
# Collections
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additional_collections
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