Conflicting Paradigms and Competing Purposes in Electronic Portfolio Development

by: Helen Barrett, Joanne Carney

Educational Assessment (July 2005)

View FullText article

No URLs defined

Reviews [Write a review of this article]

There are no reviews of this article

Find related articles from these CiteULike users

asyvanen, profgarrett, Social_Learning_Software_Lab (group)

Find related articles with these CiteULike tags

assessment, eportfolio

Abstract

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.

@article{citeulike:800019, abstract = {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.}, author = {Barrett, Helen and Carney, Joanne }, citeulike-article-id = {800019}, institution = {LEA}, journal = {Educational Assessment}, keywords = {eportfolio}, month = {July}, posted-at = {2006-10-18 18:00:48}, priority = {0}, title = {Conflicting Paradigms and Competing Purposes in Electronic Portfolio Development}, year = {2005} }

RIS record

TY - JOUR ID - citeulike:800019 L3 - citeulike-article-id:800019 TI - Conflicting Paradigms and Competing Purposes in Electronic Portfolio Development JF - Educational Assessment N2 - 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. KW - eportfolio AU - Barrett, Helen AU - Carney, Joanne PY - 2005/07// ER -

RIS BibTeX