This article is intended both to share the authors’ experiences using portfolios as a teaching and evaluative tool in post-secondary undergraduate educational psychology courses, and to act as a means of reflecting on their own teaching. Their work arises out of a desire to find better ways of assessing both their students, and their own performance, as well as to deal conceptually with assessment. What they recount here are their struggles and successes in modeling an alternative assessment technique with their students, while also using the same technique as a tool for self-examination of their own practice. Much of the article is presented in a unique voice/countervoice format.
|Keywords:||Portfolio; Evaluative; Reflecting; Teaching; Post-Secondary Education; Undergraduate; Performance; Alternative Assessment Technique|
|Department(s):||Grenfell Campus > Division of Social Science > Psychology|
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