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Title of Presentation: Portfolio Assessment in Higher Education: A Case Study of Motivation and Improving

By A Paper Presentation, Dr. Sharon, Lynne Bryant and Learning While Building Knowledge


It is evident that results of traditional standardized tests characterized by pencil and paper formats, multiple-choice responses and time-restricted completion are not sufficient in determining how students engage in the learning process. There is a general belief that the emphasis on testing and grading does raise basic skills but fails to promote and measure higher-level thinking and problem solving (Broadfoot, 1991; McLaughlin, 1995). Based on the shared belief that portfolio assessment is an important alternative assessment strategy, a team of faculty members worked collaboratively focusing on student teachers ’ motivation to learn and have shown portfolio assessment improves their learning. (Bryant & Timmins, 2002) This paper focuses on that research and on how it has improved the quality of learning and has enhanced their knowledge of teaching and learning for students and staff during its implementation in higher education settings. (Farr & Tone, 1994) Additionally the author has been working collaboratively in higher education on portfolio assessment publications and staff development activities based on the findings of this research and will report on these activities as well

Year: 2004
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