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Studies in Higher Education Volume 29, 2004 - Issue 3
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Original Articles

Summative assessment of portfolios: an examination of different approaches to agreement over outcomes

Brenda Johnston * University of Southampton, UKView further author information
Pages 395-412 | Published online: 23 Jan 2007

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Riina Koris & Rauno Pello. (2023) We cannot agree to disagree: ensuring consistency, transparency and fairness across bachelor thesis writing, supervision and evaluation. Assessment & Evaluation in Higher Education 48:5, pages 736-747.
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Joanna Williamson & Simon Child. (2022) Mark scheme design for school- and college-based assessment in VTQs. Journal of Vocational Education & Training 74:3, pages 454-474.
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Martin Jaeger & Desmond Adair. (2015) Using an evidential reasoning approach for portfolio assessments in a project-based learning engineering design course. European Journal of Engineering Education 40:6, pages 638-652.
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Matthias Klumpp, Harry de Boer & Hans Vossensteyn. (2014) Comparing national policies on institutional profiling in Germany and the Netherlands. Comparative Education 50:2, pages 156-176.
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Deborah Kilgore, Brook Sattler & Jennifer Turns. (2013) From fragmentation to continuity: engineering students making sense of experience through the development of a professional portfolio. Studies in Higher Education 38:6, pages 807-826.
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Di Gursansky & Eddie Le Sueur. (2012) Conceptualising Field Education in the Twenty-First Century: Contradictions, Challenges and Opportunities. Social Work Education 31:7, pages 914-931.
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Abel Nyamapfene. (2012) Involving supervisors in assessing undergraduate student projects: is double marking robust?. Engineering Education 7:1, pages 40-47.
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Chris Trevitt, Claire Stocks & Kathleen M. Quinlan. (2012) Advancing assessment practice in continuing professional learning: toward a richer understanding of teaching portfolios for learning and assessment. International Journal for Academic Development 17:2, pages 163-175.
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Anthony J O'sullivan, Amanda C Howe, Susan Miles, Peter Harris, Chris S Hughes, Philip Jones, Helen Scicluna & Sam J Leinster. (2012) Does a summative portfolio foster the development of capabilities such as reflective practice and understanding ethics? An evaluation from two medical schools. Medical Teacher 34:1, pages e21-e28.
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Jonathan Tummons. (2011) ‘It sort of feels uncomfortable’: problematising the assessment of reflective practice. Studies in Higher Education 36:4, pages 471-483.
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Mantz Yorke. (2011) Summative assessment: dealing with the ‘measurement fallacy’. Studies in Higher Education 36:3, pages 251-273.
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Harm H. Tillema, Kari Smith & Shosh Leshem. (2011) Dual roles – conflicting purposes: a comparative study on perceptions on assessment in mentoring relations during practicum. European Journal of Teacher Education 34:2, pages 139-159.
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Jonathan Tummons. (2010) The assessment of lesson plans in teacher education: a case study in assessment validity and reliability. Assessment & Evaluation in Higher Education 35:7, pages 847-857.
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Elizabeth Jones. (2010) Enhancing professionalism through a professional practice portfolio. Reflective Practice 11:5, pages 593-605.
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Elizabeth Jones. (2010) Personal theory and reflection in a professional practice portfolio. Assessment & Evaluation in Higher Education 35:6, pages 699-710.
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Lewis Elton. (2010) Complexity theory – an approach to assessment that can enhance learning and – more generally – could transform university management. Assessment & Evaluation in Higher Education 35:5, pages 637-646.
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Desiree Joosten‐ten Brinke, Dominique M.A. Sluijsmans & Wim M.G. Jochems. (2010) Assessors’ approaches to portfolio assessment in Assessment of Prior Learning procedures. Assessment & Evaluation in Higher Education 35:1, pages 55-70.
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HarmH. Tillema & Kari Smith. (2009) Assessment orientation in formative assessment of learning to teach. Teachers and Teaching 15:3, pages 391-405.
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D. Joosten-ten Brinke, D.M.A. Sluijsmans & W.M.G. Jochems. (2009) Quality of assessment of prior learning (APL) in university programmes: perceptions of candidates, tutors and assessors. Studies in Continuing Education 31:1, pages 61-76.
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David Saltmarsh & Sue Saltmarsh. (2008) Has anyone read the reading? Using assessment to promote academic literacies and learning cultures. Teaching in Higher Education 13:6, pages 621-632.
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DominiqueM.A. Sluijsmans, GerardJ.J.M. Straetmans & JeroenJ.G. van Merriënboer. (2008) Integrating authentic assessment with competence‐based learning in vocational education: the Protocol Portfolio Scoring. Journal of Vocational Education & Training 60:2, pages 159-172.
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Val Klenowski & Ingrid Lunt. (2008) Enhancing learning at doctoral level through the use of reflection?. Assessment & Evaluation in Higher Education 33:2, pages 203-217.
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Laurence Habib & Line Wittek. (2007) The Portfolio as Artifact and Actor. Mind, Culture, and Activity 14:4, pages 266-282.
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Jill Russell, Lewis Elton, Deborah Swinglehurst & Trisha Greenhalgh. (2006) Using the online environment in assessment for learning: a case‐study of a web‐based course in primary care. Assessment & Evaluation in Higher Education 31:4, pages 465-478.
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Pauline Armsby, Carol Costley & Jonathan Garnett. (2006) The legitimisation of knowledge: a work‐based learning perspective of APEL. International Journal of Lifelong Education 25:4, pages 369-383.
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Linda Conrad & Carol Bowie. (2006) The Impact of Context on Readings of Teaching Portfolios. International Journal for Academic Development 11:1, pages 31-42.
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Suellen Shay. (2005) The assessment of complex tasks: a double reading. Studies in Higher Education 30:6, pages 663-679.
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Lewis Elton . (2004) Should classification of the UK honours degree have a future?. Assessment & Evaluation in Higher Education 29:4, pages 415-422.
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Ursina E. Raemy, Stefan J. Troche, Kinga Sipos, Boris Mayer, André Klostermann, Danièle A. Gubler & Natalie Borter. 2024. Assessment Analytics in Education. Assessment Analytics in Education 85 111 .
Jeffrey Love, Christopher Doty, Jessica Smith, Nicole Deiorio, Jaime Jordan, Michael Van Meter, Mary Ann Edens & Cullen Hegarty. (2020) The Emergency Medicine Group Standardized Letter of Evaluation as a Workplace-based Assessment: The Validity Is in the Detail. Western Journal of Emergency Medicine 21:3.
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Susan Bitetti, Ethan Danahy & Jessica Swenson. (2018) Examination of Student Self-assessed Learning in a Project-based Freshman Robotics Course. Examination of Student Self-assessed Learning in a Project-based Freshman Robotics Course.
Tore Bonsaksen, Mikkel M. Thørrisen, Unni Sveen, Ingvild Kjeken, Randi W. Aas & Anne Lund. (2018) Grade Correspondence between Internal andExternal Examiners of Occupational Therapy Students’ Bachelor Theses. Uniped 41:3, pages 319-330.
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Celia Laird O’BrienSandra M. SanguinoJohn X. ThomasMarianne M. Green. (2016) Feasibility and Outcomes of Implementing a Portfolio Assessment System Alongside a Traditional Grading System. Academic Medicine 91:11, pages 1554-1560.
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David A. CookAyelet KuperRose HatalaShiphra Ginsburg. (2016) When Assessment Data Are Words: Validity Evidence for Qualitative Educational Assessments. Academic Medicine 91:10, pages 1359-1369.
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Janet Green, Aileen Wyllie & Debra Jackson. (2014) Electronic portfolios in nursing education: A review of the literature. Nurse Education in Practice 14:1, pages 4-8.
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Marjan Govaerts & Cees PM van der Vleuten. (2013) Validity in work-based assessment: expanding our horizons. Medical Education 47:12, pages 1164-1174.
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Crystal Broch Colombini & Maureen McBride. (2012) “Storming and norming”: Exploring the value of group development models in addressing conflict in communal writing assessment. Assessing Writing 17:4, pages 191-207.
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Irenka Suto. (2012) A Critical Review of Some Qualitative Research Methods Used to Explore Rater Cognition. Educational Measurement: Issues and Practice 31:3, pages 21-30.
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Fan-Ray Kuo, Gwo-Jen Hwang & Chun-Chia Lee. (2012) A hybrid approach to promoting students’ web-based problem-solving competence and learning attitude. Computers & Education 58:1, pages 351-364.
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Raj MestryMichèle Schmidt. (2010) Portfolio Assessment as a Tool for Promoting Professional Development of School Principals: A South African Perspective. Education and Urban Society 42:3, pages 352-373.
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Tom Kirkham, Stuart Wood, Sandra Winfield, Kirstie Coolin & Angela Smallwood. (2009) An ecosystem for user centric learning. An ecosystem for user centric learning.
J. Gulikers, H. Biemans & M. Mulder. (2009) Developer, teacher, student and employer evaluations of competence-based assessment quality. Studies in Educational Evaluation 35:2-3, pages 110-119.
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Cecilia M. Plaza, JoLaine Reierson Draugalis, Marion K. Slack, Grant H. Skrepnek & Karen Ann Sauer. (2007) Use of Reflective Portfolios in Health Sciences Education. American Journal of Pharmaceutical Education 71:2, pages 34.
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Madhumita Bhattacharya & Mike Mimirinis. (2007) Creating E-portfolio with OSP. Creating E-portfolio with OSP.
Marjan J. B. Govaerts, Cees P. M. van der Vleuten, Lambert W. T. Schuwirth & Arno M. M. Muijtjens. (2006) Broadening Perspectives on Clinical Performance Assessment: Rethinking the Nature of In-training Assessment. Advances in Health Sciences Education 12:2, pages 239-260.
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Lewis Elton. (2007) Assessing creativity in an unhelpful climate. Art, Design & Communication in Higher Education 5:2, pages 119-130.
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Lewis Elton. (2007) The nature of effective or exemplary teaching in an environment that emphasizes strong research and teaching links. New Directions for Teaching and Learning 2006:107, pages 33-41.
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Dominique M. A. Sluijsmans, Frans J. Prins & Rob L. Martens. (2006) The Design of Competency-Based Performance Assessment in E-Learning. Learning Environments Research 9:1, pages 45-66.
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J.C. Cronje. (2006) E-portfolios and Cross-Cultural Assessment. E-portfolios and Cross-Cultural Assessment.
Candice Ortbals. (2013) Intersectionality, Reflexivity, and Assessment. SSRN Electronic Journal.
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