Year: 2018
Type: conference-paper
Abstract: The learning portfolio is often lauded as a powerful pedagogical tool, and consequently,\nis rapidly becoming a central feature of contemporary education. This paper synthesizes and\ncritically reviews the literature pertaining to its use in higher education contexts specifically. Three\nkey themes are identified and discussed. First, although the theory underlying the use of learning\nportfolios is promising, robust empirical evidence supporting their effectiveness remains sparse.\nSecond, the tool is rooted in a complex pedagogy, and its potential can only be realized if the\nprocesses underlying this pedagogy are properly understood by advocates and executed by users.\nThird, there is a recurring tension between the developmental (process) and evaluative (product)\nconceptualizations of the learning portfolio. On the basis of these findings, some recommendations\nfor future research and practice in this area are identified.
Authors: Darina Scully, Michael O’Leary, Mark Brown
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3036384759