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Filling the assessment gap: using a learning portfolio in international development courses
1Nuffield Centre for International Health and Development, Institute of Health Sciences and Public Health Research, University of Leeds, Leeds, UK. m.a.omar@leeds.ac.uk
Journal of Health Organization and Management
|May 18, 2006
Summary
Learning portfolios effectively support and assess international students' academic progress, replacing traditional examinations. This action research project found the portfolio implementation successful and well-received.
Area of Science:
- Educational Assessment
- Higher Education Pedagogy
Background:
- Traditional examinations are a common method for assessing core courses in higher education.
- There is a need for innovative assessment methods that support academic development.
Purpose of the Study:
- To describe an action research project evaluating the introduction of learning portfolios.
- To assess the effectiveness of portfolios as a replacement for examinations in core courses.
- To identify areas for improvement in portfolio implementation.
Main Methods:
- An action research methodology was employed.
- The study monitored and evaluated the introduction of learning portfolios.
- Portfolios were implemented to replace traditional written examinations.
Main Results:
- Learning portfolios proved effective in supporting the academic development of international students.
- The findings indicate successful implementation of portfolios for assessment.
Conclusions:
- The introduction of learning portfolios was positively received by all stakeholders.
- Portfolios offer a viable and welcomed alternative to written examinations in academic settings.
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