n Educare - Professional portfolio building - alternative assessment strategy in teacher education

Volume 30, Issue 1
  • ISSN : 0256-8829



This article is a report based on the notion that the Faculty of Education at the University of Pretoria has already adapted its practices to the OBE context. The numerous policy documents on education and training in general, and higher education in particular, and especially regarding teacher education gave impetus to different initiatives by the Faculty. These initiatives focused on programme design, modes of delivery, and alternative assessment opportunities. The focus is placed on the changes specifically made to the assessment practice of the module on Didactics, as part of the postgraduate Higher Education Diploma. The introduction of portfolio assessment, as alternative, in the module is a means of having students to experience OBE in function. The development of a professional portfolio provides students the opportunity to become independent, self-regulated and reflective learners. By means of action research they have to give proof of their ability to investigate their own practices and professional development in a scientific way. Furthermore, portfolio assessment makes provision for developing flexibility in terms of learning styles - flexibility all teachers need in their practices to match teaching and learning. The outcome of the implementation of portfolio assessment, as affirmed by feedback from students, peers, critical friends and the external examiner, is reported. From the feedback and experience of the lecturer involved, based on action research, the general conclusion can be made that portfolio development by education students indeed facilitates their process of learning how to learn.

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