Refocusing portfolio assessment: Curating for feedback and portrayal

ABSTRACT

Portfolios are embraced extensively in higher professional education as effective tools for students to represent their learning and help prepare them for future practice. They are very diverse, used for both formative and summative purposes; however, concerns are raised that the current emphasis on academic standards and/or the focus on employability may lead to the perception of portfolios simply as means to portray achievements. This paper argues that contemporary portfolios in digital environments can readily facilitate both purposes. It conceptualises a whole-of-programme approach to the use of portfolios in which consideration is given to the need to bring curation skills and feedback processes to the forefront of portfolio practices. For teachers considering these issues, a planning framework for the design of programme-wide portfolios is proposed.

KEYWORDS:

• Portfolios
• portfolio assessment
• formative assessment
• feedback
• professional education
• higher education
• curation for learning

Disclosure statement

No potential conflict of interest was reported by the authors.