Abstract
This study was designed to track students as they went through two types of portfolios, that is, the in-course portfolio assessment and the industry type portfolio assessment. The research into the perceptions of students, staff and laboratory supervisors was designed to investigate the potential of portfolios for students to better achieve the outcomes of Biomedical Technology. The findings of this study guided the researcher towards the conclusion that portfolio assessment contributes towards more effective performance in the work place. Students who have been exposed to portfolio assessment recognized the value of this method as it prepared them for more efficient application of knowledge in the workplace. DOI: 10.5901/mjss.2016.v7n3p319
Highlights
Assessment is viewed by the researcher as an integral part of the teaching and learning process
Section A Q7 revealed that 50% of the students had been exposed to a science laboratory before they came to Mangosuthu Technikon whereas 50% saw a science laboratory for the first time when they arrive at the institution
The Department of Biomedical Technology at Mangosuthu Technikon selects its students based on four subjects namely, Mathematics, Physical Science and Biology with the minimum requirement of an E Higher Grade or a D Standard Grade
Summary
Assessment is viewed by the researcher as an integral part of the teaching and learning process. The academic merit of this approach to assessment has been constantly questioned and in recent years there has been a general, worldwide shift in education practice, due to both external and internal pressures, towards integrating assessment with learning. There is a move away from the traditional, summative approach to assessment to one that tends to be more formative with an emphasis on integrating assessment with learning, which as a result has greater educational value. Tests and examinations have been used at Mangosuthu Technikon continuously to assess whether students have passed the grade or not. The tests (formal and informal) that are determined by continuous evaluation of a student’s achievements per semester or per year constitute the course mark (which is considered as formative assessment). The student is subjected to a sub-minimum of 40% in the examination mark
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