Modalities of the portfolio for the student teachers

Student-teachers were asked to complete a portfolio as a self-learning tool and for a summative assessment of their competencies in the field of didactics for special needs education. To help them in their work, a preformatted document was available on the intranet. Concerning French (L1), they had to fill out the first part of the portfolio by a short summary of the course contents and then give their critical impressions about the concepts presented during the course. They were informed that reflexive comments (e.g. comments on the relevance of literacy acquisition models for their specific professional context) would be favorably considered. Then, in the second part of the portfolio, they had to articulate their knowledge of theoretical acquisition models (e.g. step by step vs. interactive models of literacy acquisition) with a concrete problem-solving exercise in their professional field involving children with learning disabilities (LDS). For this part of the portfolio, an outline helped teacher-students to structure the presentation of the child (school record, therapeutic support, family context, diagnostic hypotheses etc.). At the end of the procedure, they were asked to describe the problem-solving session that took place in the classroom, or to imagine a future intervention project adapted to a special needs approach.

مواضيع ذات صلة

Research methodology Participants

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

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