Trainer comments

The trainer's workload turned out to be quite important, because, after reading the portfolios, the trainer not only assessed them (in terms of minimal scores to be obtained for course validation), but he also formulated appropriate written comments. As our assessment objective was mainly formative (certification only takes place at the end of a long process involving three courses and two problem-solving exercises), the trainer's comments either suggested additional directions of reflective thought or proposed useful constructive criticism regarding the student-teacher's academic and professional development. The time invested by the trainer was largely rewarded by the richness of the script provided by the student-teachers. Not only could the trainer observe each student's level of reflective thought and knowledge integration, but he could also benefit from genuine insight into the professional activity of the student-teachers. Thus, for most students a few written comments turned out to be sufficient to assure regulation of their progression. In other cases, if the reflective approach seemed inadequate and the entire portfolio (synthesis and discussion) was judged insufficient, a meeting was arranged to negotiate an addendum.

During this round of evaluation, we observed a normal distribution of student-teachers' outcomes, with three at each extremity of the distribution; these were either required to produce a negotiated addendum after regulation, or they produced very high level work in terms of their theoretical synthesis as well as of the discussion of their academic and professional practice. The remainder (44 students) were to be found at the center of the distribution. We would also like to highlight the fact that, after receiving feedback, five student-teachers requested meetings with the trainer to discuss cases of specific pupils experiencing problems who were presented in the portfolio sections. Finally, after reading the portfolios, the trainer obtained a "snapshot " of the cohort including, on the one hand, a general impression of the student-teachers' reflective abilities and, on the other hand, an idea of the diversity of their professional engagements (Behrens, 1999). This significantly assisted the trainer in adapting the course by providing complementary information.

مواضيع ذات صلة

Discussion and questions

Expectations and suggestions

Problems encountered with portfolio assessment

Advantages of portfolio assessment

Similarities and differences between portfolio assessment and prior assessment experiences

Reflective questions with regard to the course practical relevance

Discussion of a problem-solving experience

"Critical" course synthesis

Portfolio content

Results, analysis and discussions

Context and goals

Modalities of the portfolio for the student teachers