Abstract
Moss (1994) compares Applied Portfolios to job applications where the candidate has to convince a committee of the strengths on offer; In the Applied Portfolio the student has to convince the teacher of what has been learned and how effectively. The period February and March of 2013 were not unlike a job interview, the basic structure was known (for the Applied Portfolio) and there was a sense that anything could happen next. Similar to a job interview the Portfolio process requires you demonstrate examples of your learning in an applied setting, a key difference being you get to propose an assessment criteria. Biggs and Tang (1998) assert common approaches to assessment stem from an objectivist theory of knowledge. The objectivist concept accords a dominant role to the measurement model of assessment (Taylor, 1994). Student assessment by applied portfolio according to Biggs and Tang (1998) enables students to apply and benefit from a constructive learning approach. Bay (2011) states learners using the constructive approach move away from memorization-based learning assessment to a more proactive approach where the emphasis is placed more on the learners’ assessment than the teachers.
Recommended Citation
O’Rourke, Breffni
(2014)
"Developing and Implementing Civic Engagement Programmes in Dublin 15,"
The ITB Journal:
Vol. 15:
Iss.
2, Article 10.
doi:10.21427/D7BM8J
Available at:
https://arrow.tudublin.ie/itbj/vol15/iss2/10
DOI
10.21427/D7BM8J