摘要：Portfolio-based designs are among the most popular student-centeredapproaches in higher education. While the pedagogical literaturetypically provides generic advice on ideal portfolio-based designs,there is little empirical data on how such designs are developedover time and what design decisions teachers take in response tochallenges in practice. This article provides an empirical accountof a three-year design cycle of a portfolio-based ecology courseat a Norwegian university. It investigates how the design changedover the years and how these changes related to the challenges theteacher met during the enactment of the course. To that end, a thematicanalysis of course plans, evaluations, and interviews with the designingteacher was conducted. The findings show how the teacher introduced,removed, and (re-)configured different course components in orderto address challenges related to the limited coherence between portfolioitems and organized class meetings, and students’ limited engagementwith the disciplinary knowledge. Thereby, the course design graduallyevolved from a portfolio-based design towards a hybrid design combiningportfolio, traditional exam and team-based learning. This studyillustrates that portfolio-based designs have great potential butno guarantee to support students in active engagement with knowledge;and that teachers need to actively maintain their student-centeredfocus in their designs by responding flexibly to the emerging challenges.
关键词：mappevurdering; emneplanlegging; undervisning i biologi
