An Analysis of the Introduction and Development of Systems of Portfolio Assessment in Higher Education Programs

Abstract

Systems of portfolio assessment in higher education are becoming increasingly adopted each year, however, the initial process of their successful implementation and continuing development at different institutions and programs are a topic that has not been thoroughly investigated. Portfolio assessment is defined as assessment based on the systematic collection of learner work (such as written assignments, drafts, artwork, and presentations) that represents competencies, exemplary work, or the learner's developmental progress. This research aims to explore the different patterns of introducing and implementing portfolio assessment at different levels and supporting academics and administrative staff during this process. The research method used is case study analysis involving the Initial Teacher Education (ITE) program at Eötvös Loránd University (ELTE), the CHARM-EU University Alliance, and Dublin City University (DCU). In the research design, a document analysis and a series of semi-structured qualitative interviews with different staff levels from administrators to directors to teachers were conducted using each of these three programs. The main benefits of introducing portfolio assessment were found to be supporting authentic learning, greater transversal skill development, encouraging student reflection, and documenting student progress and skills for future development. Necessary teacher training and support requires preparation for the assessor role, practice evaluating portfolios using examples, guidance in using the portfolio model and platform, and suggestions of how to involve portfolios in courses. Future plans are diagnosing current flaws, strategic planning for these problems in response to feedback, and continuing expansion of portfolio assessment with new modules and purposes.