Telling stories in the use of portfolio assessment in higher education: some implementation issues

Abstract

Evidence has shown that the results of traditional standardized tests characterized by pencil and paper formats, multiple-choice responses and time-restricted completion are not sufficient in telling how pupils engage in the learning process and their progress in learning. In addition, these tests tend to emphasize on the assessment of basic skills but fail to measure higher level thinking and problem solving skills. This inadequacy can be addressed by incorporating authentic assessment approaches such as performance tasks, portfolios, and grading for team effort. This paper aims to tell stories from an action learning research group whose members have used portfolio as an alternative assessment strategy in higher education.