Assessment in the Context of Professional Development: The Implementation of a Portfolio Project

The implementation of the European Declaration of Bologna (bachelor, master programs) in the Swiss Universities of Education (Hautes Ecoles Pédagogiques) requires new approaches to the assessment of learning. This topic specifically investigates the first steps of a pilot portfolio project for the assessment of learning in the field of special needs in the Institute for Special Needs Education of the HEP Lausanne. The project is conducted in the framework of courses on "didactic and disciplinary skills" in two subject-matter areas (French and Mathematics) provided for student-teachers who are preparing for work in the field of special needs education. In this context, a portfolio was planned to accompany a module composed of three courses and two "problem-solving exercises", one in French and the other in Math; these exercises were prepared and carried out by student-teacher dyads in one of their classrooms.

The portfolio was developed initially to promote formative assessment involving interactions among student-teachers and between student-teachers and the trainers. The portfolio is also used for summative assessment based on the evolution of each student teacher during the whole period devoted to the courses and the problem-solving exercises.

مواضيع ذات صلة

Modalities of the portfolio for the student teachers

Research methodology Participants

Formative and Summative Assessment and the Notion of Constructive Alignment Conclusions

Discussion: Building constructive alignment, some policy constraints

Reflection on and result of the first cycle

Results, analysis and discussions Facilitating active-learning through formative assessment in a collaborative learning environment

Research methodology

Students perceptions of accounting

Literature review Pedagogical practices in accounting education

Formative and Summative Assessment and the Notion of Constructive Alignment

Concluding remarks

Alignment of curriculum, teaching and assessment