Inhaltszusammenfassung

In the field of Education, portfolio usually stands for a compilation of documents describing a particular learning process or a whole learning biography; if it is collected digitally it is called e- portfolio. Since the 1990s portfolios have been increasingly used in all kinds of learning environments and institutions. They typically focus on (long-term) learning processes with a large part of self-reflection. This paper concentrates on the ...In the field of Education, portfolio usually stands for a compilation of documents describing a particular learning process or a whole learning biography; if it is collected digitally it is called e- portfolio. Since the 1990s portfolios have been increasingly used in all kinds of learning environments and institutions. They typically focus on (long-term) learning processes with a large part of self-reflection. This paper concentrates on the one hand on university distance learning courses with a good deal of e-learning processes and, on the other hand, on the need to evaluate students’ performance. We focus on the so-called "generic" or "key" competences, which are increasingly in demand as part of academic competence goals. However, generic competences are not easy to integrate in e-learning environments, as they require sophisticated assessment tools because traditional examinations are not enough. This paper discusses the suitability of portfolios in fulfilling these requirements. We intend to develop an assessment portfolio which at the same time integrates elements of self-reflection and feedback. Firstly, we outline the theoretical and organizational framework on which our proposal is based on. In this context we sketch the underlying competence model and identify generic competences as a part of academic goals. Next, we refer to the institutional and organizational background of distance learning courses. This leads to the necessity to practise assessments and to some conclusions on the arrangement of portfolios. As a last basic step we define the portfolio method according to the purpose of assessment. In the second part we draw the conclusions from these foundations and assume that portfolios are appropriate for stimulating creative, collaborative and scientific learning strategies to set up the referring generic competences. We close the paper with some final considerations and suggestions on designing assessment portfolios, and referring to the “Vocational Learning Arrangements” module in one of our master courses.» weiterlesen» einklappen

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Klassifikation

DFG Fachgebiet:
Wirtschaftswissenschaften

DDC Sachgruppe:
Wirtschaft