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dc.contributor.authorA. Bannink
dc.date.accessioned2019-10-23T23:12:19Z
dc.date.available2019-10-23T23:12:19Z
dc.date.created2017-01-05 00:27
dc.date.issued2009
dc.identifieroai:uvapub:309326
dc.identifierhttp://hdl.handle.net/11245/1.309326
dc.identifier.urihttp://hdl.handle.net/20.500.12424/782768
dc.description.abstractPortfolios are widely used as instruments for assessment in initial teacher education courses. They are claimed to present a comprehensive picture of student teachers' knowledge and performance. But what type of evidence is needed to safely say that an aspiring teacher has not only grasped essential notions and concepts from the teacher education course, but is also able to implement them in real world classroom situations? This paper reports on the design process of one portfolio assignment that has been developed specifically to capture students' classroom performance and development in their portfolio. Data from the portfolio entries of one student from a small-scale pilot conducted with the assignment are analyzed in detail followed by a discussion of the implications of the case study.
dc.relation.ispartof10.1016/j.tate.2008.11.009
dc.rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content licence (like Creative Commons).
dc.sourceTeaching and Teacher Education (0742051X) vol.25 (2009) nr.2 p.244-250
dc.titleHow to capture growth? Video narratives as an instrument for assessment in teacher education
dc.typeArticle
ge.collectioncodeOAIDATA
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:10376022
ge.identifier.permalinkhttps://www.globethics.net/gel/10376022
ge.lastmodificationdate2017-01-05 00:27
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid148934
ge.oai.repositoryid832
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ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttp://hdl.handle.net/11245/1.309326


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