Abstract
Portfolios are increasingly used in professional education, not least in courses for new academic staff. This study looks at the portfolio marking practices over eight intakes on a Postgraduate Certificate programme and sets out to analyse variations between different markers. It concludes that the main problems arise from the standardisation of the marking, rather than its reliability.
| Original language | English |
|---|---|
| Title of host publication | Enhancing Higher Education Theory and Scholarship |
| Subtitle of host publication | Proceedings of the 30th HERDSA Conference |
| Place of Publication | Adelaide, Australia |
| Publisher | HERDSA |
| Pages | 574-583 |
| Volume | 30 |
| Publication status | Published - Jul 2007 |
Keywords
- portfolios, assessment, professional education
