Portfolio Assessment as National Policy: the National Council for Vocational Qualifications and its quest for a pedagogical revolution

Abstract

ABSTRACT The National Council for Vocational Qualifications established assessment procedures for qualifications in England, Wales and Northern Ireland in which portfolios play a central role. The relevant qualifications (National Vocational Qualifications and General National Vocational Qualifications) have been taken by large numbers of young people in upper secondary schooling, and young people and adults in work or in government training schemes; and are intended to have labour market currency and to provide routes into further and higher education. The use of portfolios derives from a commitment to direct and comprehensive assessment of the whole ‘syllabus’, but also from a belief in certain pedagogical approaches and in enhancing students' independence and initiative. There is evidence that the approach has affected learning styles, but major problems have arisen relating to the manageability of the approach and the reliability of assessor judgements.