Portfolios for learning and assessment: Laying the foundations for continuing professional development

Taylor, Imogen; Thomas, Judith; Sage, Hilary

Abstract

Portfolios are widely used in a range of education programmes at different levels in a number of countries. They are also well established at all stages in social work education. However, in the literature there is surprisingly little critical analysis of the application of the portfolio in social work. In this paper the authors' objective is to contribute to professional knowledge about the use of portfolios in social work. The authors are all members of the Higher Education Funding Council Self-Assessment in Professional and Higher Education Project and are concerned to develop self-assessment in social work and enhance the development of life-long learning. They begin by examining the literature about portfolios from the field of education. Findings are then analysed from a small exploratory study of the use of portfolios in practice learning on a Diploma in Social Work course. Five different but related conceptual themes which emerge from the analysis are discussed: compiling the portfolio; issues of evidence; reflection in a context of assessment; the practice teacher and the learning dialogue; and the challenge of assessment. Suggestions are offered for effective portfolio practice. © 1999, The Board of Social Work Education.

• Journal Article Type: Article
• Publication Date: Jan 1, 1999
• Journal: Social Work Education
• Print ISSN: 0261-5479
• Electronic ISSN: 1470-1227
• Publisher: Taylor & Francis (Routledge)
• Peer Reviewed: Peer Reviewed
• Volume: 18
• Issue: 2
• Pages: 147-160
• DOI: https://doi.org/10.1080/02615479911220151
• Keywords: learning, assessment, portfolios, continuing professional development
• Public URL: https://uwe-repository.worktribe.com/output/1097505
• Publisher URL: http://dx.doi.org/10.1080/02615479911220151