Conflicting Paradigms and Competing Purposes in Electronic Portfolio Development

Cita:

Barrett, H. & Carney, J. (2005). Conflicting Paradigms and Competing Purposes in Electronic Portfolio Development. Submitted to Educational Assessment, an LEA Journal, for an issue focusing on Assessing Technology Competencies, July 2005.

Datos de la obra:

Tipo de obra: Article (academic)

Categorías:

e-Learning and Instructional Technology

Resumen:

The recent literature on using portfolios for high stakes assessment highlights what Green and Smyser (1995) identify as two contradictory portfolio purposes: formative and summative evaluation. This article discusses the characteristics of portfolios used for formative and summative assessment, suggesting that unless the conflicting paradigms and competing purposes underlying portfolios are recognized, their value for learning may be subverted. Electronic portfolio technologies promise support for both high-stakes assessment and deep student learning—dual purposes frequently in conflict. The authors argue for a balanced system that respects the value of the portfolio for self-assessment and life-long learning.