Portfolios for learning, assessment and professional development in higher education

Abstract

This article focuses on the use of portfolios for learning and professional development in Higher Education (HE). Recent research findings related to learning and assessment help to contextualize the study. The use of portfolios for summative assessment and development of teaching and reflective practice dominates the literature. What is lacking is research that provides insights into how a portfolio for learning can be used in HE to develop understanding into one’s own learning, assessment and professional practices. The action research findings related to portfolio use for learning purposes identified in the three case studies include: the importance of establishing the purpose of the portfolio; the impact of portfolio use on the approach to learning, to teaching and to professional development; the changes to professional practice brought about as a result of the learning; and the need to consider issues related to ethics and confidentiality.

Acknowledgements

We thank the course‐participants who gave permission for their responses (verbal and written) to be quoted. We also acknowledge the support of the Institute of Education, University of London in providing us with a grant (Teaching Excellence Award) as part of the learning and teaching strategy.