期刊名称：International Journal of Teaching and Learning in Higher Education
电子版ISSN：1812-9129
出版年度：2005
卷号：17
期号：2
页码：127-135
出版社：International Society for Exploring Teaching and Learning
摘要：The article distinguishes between four modes of implementation of portfolio in, and in relation to, higher education. These range from the use of portfolio in admissions to higher education, during the higher education course, on entry into the profession and for ongoing professional development. There is a tremendous diversity of portfolio types in use in higher education courses, which manifests itself in a large number of applications and classifications. A classification which we regard as worthy of universal acceptance is that which distinguishes between portfolios aimed at profession-specific competencies and portfolios aimed at learning competencies. In higher education portfolios aimed at profession-specific competencies yield a limited added value because they only provide supplementary information compared to other and better tools. Portfolio aimed at learning competencies adds genuine value in higher education if we want our graduates to be capable of continuing to learn on a life-long basis. The assessment of profession-specific competencies and learning competencies by means of portfolio by the same evaluator is to be strongly discouraged as it is highly prejudicial to the reliability of the reflections
