The use of portfolios for assessment in teacher education: A perspective from Hong Kong

The use of portfolios for assessment in teacher education: A perspective from Hong Kong

• Klenowski, Valentina The Hong Kong Institute of Education

Asia Pacific Journal of Education, 18(2), 74-86, 1998

Routledge

1998

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Formative Assessment Reflective Practice Self-Evaluation Portfolio Use Teacher Education Assessment

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This pilot study examined the use of portfolios for assessment purposes in the context of initial teacher education. Specifically, the study set out to identify the impact of the use of portfolios on teaching and learning outcomes. Reported here are the findings, the constraints and initial results, and learning outcomes for pre-service teachers and their lecturers. The significant implications for teacher educators are that they need to continue to develop and implement assessment for learning and devote more time and effort to this form of evaluation for formative purposes. Staff must understand that the implementation of portfolio use requires corresponding changes to pedagogy and the curriculum. The use of portfolios for assessment purposes in teacher education can enhance reflective practice if teacher educators understand their role in developing a structured environment where their students are given support and guidance to attain the skills of critical self-reflection and independence in their learning.
[Copyright © 1998 Routledge.]

• English

Journal Articles

• 02188791

https://bibliography.lib.eduhk.hk/en/bibs/f217b2f3

2015-11-05