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Lotte Dyhrberg O’Neill & Ane Qvortrup. (2023) Teachers’ experiences with a mandatory multi-purpose teaching portfolio: a mixed methods study. International Journal for Academic Development 0:0, pages 1-11.
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Mette K. Christensen, Jane E. Møller & Iris M. Pedersen. (2023) How facilitated multi-source feedback constructs new conversations about teaching: a positioning theory study. International Journal for Academic Development 28:3, pages 272-286.
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Michele Girotto & Andrea Oliveira. (2022) Undergraduate students’ perceptions of the development of generic competences and their relevance to the engineering profession. European Journal of Engineering Education 47:6, pages 1061-1082.
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Minna Körkkö, Marja-Riitta Kotilainen, Sanna Toljamo & Tuija Turunen. (2022) Developing teacher in-service education through a professional development plan: modelling the process. European Journal of Teacher Education 45:3, pages 320-337.
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Salah Eldin Kassab, Mubarak Bidmos, Michail Nomikos, Suhad Daher-Nashif, Tanya Kane, Srikant Sarangi & Marwan Abu-Hijleh. (2020) Construct Validity of an Instrument for Assessment of Reflective Writing-Based Portfolios of Medical Students. Advances in Medical Education and Practice 11, pages 397-404.
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Diana Baas, Marjan Vermeulen, Jos Castelijns, Rob Martens & Mien Segers. (2020) Portfolios as a tool for AfL and student motivation: are they related?. Assessment in Education: Principles, Policy & Practice 27:4, pages 444-462.
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Anna Steen-Utheim & Therese N Hopfenbeck. (2019) To do or not to do with feedback. A study of undergraduate students’ engagement and use of feedback within a portfolio assessment design. Assessment & Evaluation in Higher Education 44:1, pages 80-96.
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Julia Osgerby, Pru Marriott & Maria Gee. (2018) Accounting students perceptions of using visual metaphor as part of personal development planning: an exploratory case study. Accounting Education 27:6, pages 570-589.
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Susanne Pelger & Maria Larsson. (2018) Advancement towards the scholarship of teaching and learning through the writing of teaching portfolios. International Journal for Academic Development 23:3, pages 179-191.
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Christophe Lejeune, Dora Mercuri, Simon Beausaert & Isabel Raemdonck. (2016) Personal development plans supporting employee learning and perceived performance: the moderating role of self-directedness. Human Resource Development International 19:4, pages 307-328.
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Martin G. Erikson, Peter Erlandson & Malgorzata Erikson. (2015) Academic misconduct in teaching portfolios. International Journal for Academic Development 20:4, pages 345-354.
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Kim Watty & Jade McKay. (2015) Pedagogy and ePortfolios: purpose aligned to design (or the why and how). International Journal of Pedagogies and Learning 10:3, pages 194-207.
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Fred Mayhew, Nicholas Swartz & Jennifer A. Taylor. (2014) Implementing a Multi-method Competency Model: Experiences of the MPA Program at James Madison University. Journal of Public Affairs Education 20:3, pages 321-334.
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Anders Råde. (2014) Final thesis models in European teacher education and their orientation towards the academy and the teaching profession. European Journal of Teacher Education 37:2, pages 144-155.
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Huy Q. Chung & Elizabeth A. van Es. (2014) Pre-service teachers’ use of tools to systematically analyze teaching and learning. Teachers and Teaching 20:2, pages 113-135.
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Therese Grohnert, Simon Beausaert & Mien Segers. (2014) Pitfalls of personal development plans – the user perspective. Journal of Vocational Education & Training 66:1, pages 74-88.
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Juanjo Mena-Marcos, María-Luisa García-Rodríguez & Harm Tillema. (2013) Student teacher reflective writing: what does it reveal?. European Journal of Teacher Education 36:2, pages 147-163.
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Elizabeth Jones. (2013) Practice-based evidence of evidence-based practice: professional practice portfolios for the assessment of work-based learning. Quality in Higher Education 19:1, pages 56-71.
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Jackie Lambe, Victor McNair & Ron Smith. (2013) Special educational needs, e-learning and the reflective e-portfolio: implications for developing and assessing competence in pre-service education. Journal of Education for Teaching 39:2, pages 181-196.
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Narelle Hampe & Suzanne Lewis. (2013) E-portfolios support continuing professional development for librarians. The Australian Library Journal 62:1, pages 3-14.
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Andrew Roberts. (2012) Classifying the Nature of Reflective Writing During Periods of Professional Experience. Journal for Education in the Built Environment 7:1, pages 56-72.
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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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Jayne Bisman. (2011) Engaged pedagogy: a study of the use of reflective journals in accounting education. Assessment & Evaluation in Higher Education 36:3, pages 315-330.
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Olga Dysthe & Knut
Steinar Engelsen. (2011) Portfolio practices in higher education in Norway in an international perspective: macro‐, meso‐ and micro‐level influences. Assessment & Evaluation in Higher Education 36:1, pages 63-79.
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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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Oliver McGarr & Janet Moody. (2010) Scaffolding or stifling? The influence of journal requirements on students’ engagement in reflective practice. Reflective Practice 11:5, pages 579-591.
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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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Mary Anne FitzPatrick & Dorothy Spiller. (2010) The teaching portfolio: institutional imperative or teacher’s personal journey?. Higher Education Research & Development 29:2, pages 167-178.
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Andrew Roberts & Hannah Yoell. (2009) Reflectors, Converts and the Disengaged: A study of Undergraduate Architecture Students’ Perceptions of Undertaking Learning Journals. Journal for Education in the Built Environment 4:2, pages 74-93.
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Andrew Roberts. (2009) Encouraging reflective practice in periods of professional workplace experience: the development of a conceptual model. Reflective Practice 10:5, pages 633-644.
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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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Carroll Graham. (2009) Investing in early career general staff. Journal of Higher Education Policy and Management 31:2, pages 175-183.
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Nijolė Burkšaitienė & Margarita Teresevičienė. (2008) Integrating alternative learning and assessment in a course of English for law students. Assessment & Evaluation in Higher Education 33:2, pages 155-166.
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Mien Segers, David Gijbels & Marieke Thurlings. (2008) The relationship between students’ perceptions of portfolio assessment practice and their approaches to learning. Educational Studies 34:1, pages 35-44.
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Kari Smith & Harm Tillema. (2007) Use of Criteria in Assessing Teaching Portfolios: Judgemental practices in summative evaluation. Scandinavian Journal of Educational Research 51:1, pages 103-117.
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LuisM. Villar Angulo & OlgaM. Alegre De La Rosa. (2006) Online Faculty Development in the Canary Islands: A Study of E‐mentoring. Higher Education in Europe 31:1, pages 65-81.
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