Teaching Portfolio Research Articles

Reflective portfolios: a learning and self-assessment tool

Recent studies have emphasized the growing relevance of portfolios in higher education, particularly as a tool that fosters reflective and formative assessment practices. This article presents a qualitative study conducted with a group of Education students, exploring the portfolio as the primary assessment method. The research investigates the conditions under which portfolios can serve as effective tools for both self and peer assessment, using reflective cognition (metacognition) to enhance learning. Classroom observations were combined with open-ended questionnaires, and data analysis was conducted using webQDA software to ensure rigor and objectivity in interpreting the findings. The study reveals that the use of portfolios not only fostered student agency and autonomy but also strengthened self-responsibility and promoted deeper engagement with the learning process. Furthermore, portfolios facilitated a more dynamic, transparent, and collaborative relationship between students and instructors, offering a structured yet flexible approach to assessment. By aligning with competency-based curricula, the portfolio enables a more personalized and meaningful evaluation of students' development, shifting away from traditional, static assessment models. This study contributes to the advancement of assessment practices in higher education, advocating for portfolios as a critical tool in promoting cognitive development, reflexive thinking, and an integrated approach to learning and assessment.

Factors Associated with Student Feedback to Teachers in Quality Assurance in Iraqi Kurdistan

Over the past few decades, the quality of education has emerged as a critical strategic concern in tertiary education institutions worldwide. University managers’ daily tasks now include comparing educational outcomes and rankings, for which quality assurance is significant. Quality assurance incorporates three separate but interdependent elements including student feedback to teachers, teacher portfolios, and continuous academic development. Student feedback concerns the quality and effectiveness of teaching and teacher performance. University instructors often complain about the grades and feedback they gain from students and reckon that the grades are based on students’ rate of success and teachers’ intimacy with students, rather than on teachers’ performances. Therefore, this study is devoted to investigating student feedback and the factors that determine the quality of feedback provided to instructors. To this intent, the study follows the principles of mixed methods in data collection and analysis; using self-reported questionnaires, instructor feedback scores in quality assurance, and student rates of success for each module as well as using IBM SPSS 25 and thematic analysis. The participants include university students and instructors selected from a public university in the Kurdistan Region of Iraq. The study assumes that three factors play a significant role in determining the level of feedback including the rate of success, instructors’ intimacy and rapport with students, and the quantity of material provided to students. The study concludes with far-reaching implications for higher education institutions in the Kurdistan Region of Iraq.

Understanding Success: An Initial Investigation Considering the Alignment of University Branding with the Expectations of Future Students

This research investigates how university students define and perceive success, an area that is increasingly important to ensuring that a university’s brand remains aligned to the expectations of future students. Over the next decade, university students will comprise members of Generation Z (Gen Z), and by recognizing this group of students’ preferences and aspirations, universities can tailor their branding, educational portfolio, and overall campus experiences to ensure that together they resonate and satisfy evolving needs and demands. Using data based on a sample of Gen Z undergraduate students undertaking their degrees at three case study UK post-1992 universities, this research adopted an exploratory, interpretivist methodology. Data collected from semi-structured interviews were analyzed using recursive abstraction to identify underlying patterns and trends within the data. The research identified five key themes that Gen Z are using to define success, and these are the following: (1) being objective and task-driven; (2) embracing fluidity and subjectivity; (3) being ethically and morally responsible; (4) having resilience; and (5) accepting and learning from failure. Recommendations were made for actions that universities should start to take to enable them to work toward achieving this.

Using the Mixed-Meta Method to Assess Portfolios in Science Teaching

The purpose of this research is to assess portfolio studies in science education in Turkey. The mixed-meta method, which comprises meta-analysis and meta-thematic analysis methods, was used to assess quantitative and qualitative data through document analysis. Studies retrieved from certain databases within the scope of specific criteria were examined with the CMA and MetaWin tools for meta-analysis, and the effect size was found to be as great as g = 1.005 among the 17 studies included in the analysis. It was concluded that the usage of portfolios in science teaching has a good effect. 13 studies based on document analysis within the framework of the determined criteria were assessed with the Maxqda program using content analysis in the meta-thematic analysis. Themes were created, and certain codes were obtained according to these themes. These are the following themes: the effect of portfolios on academic achievement, classroom environment, and 21st-century skills; negative aspects of using portfolios; and recommendations for using portfolios in science education. It has been concluded that the research findings are consistent, and the usage of portfolios in science education has a favorable impact in a variety of ways.

Feedback in print and electronic portfolios: More of the same or two sides of the same coin

Feedback is significant in language learning and teaching. Nevertheless, how feedback is utilised effectively in various instructional approaches and assessment tools remains contentious. In portfolio scholarship, feedback plays a pivotal role in aligning language teaching, learning, and assessment seamlessly. Although feedback has been constantly reported in second-language portfolio studies, not much, thus far, has been investigated to understand the role of feedback in both formats, namely paper-based and electronic portfolios (also known as e-Portfolios) in compulsory education. To fill this lacuna, this article discusses what role feedback plays in portfolio assessment; reviews how the feedback process is similar and different in two portfolio mediums; and identifies which portfolio format could facilitate transformative feedback experience throughout portfolio development stages. To achieve these goals, the article first unpacks the role of feedback in language education and its link with formative assessment and self-regulated learning. The article goes on to review research on feedback in both portfolio versions in terms of divergences, convergences, and categories. It further discusses six contemporary feedback issues in portfolio assessment. Afterwards, the article evaluates the extent to which portfolio integration in Hong Kong compulsory education promotes or constrains feedback provision and engagement. Lastly, teaching implications of how to maximise the learning-oriented potential of multimedia feedback in portfolio programmes are recommended.

Development and Assessment of a Rubric for Evaluating Teaching Portfolios Developed by Teaching and Learning Curriculum (TLC) Program Participants

ObjectiveTo describe the validation and reliability assessment of a rubric designed to assess the participants’ teaching portfolios and identify teaching excellence among teaching and learning curriculum (TLC) program participants. MethodsFollowing focus groups with program leadership at a single TLC program, an initial rubric was developed, consisting of criteria mapped to 5 domains, to be rated on a 4-point scale. The rubric was then redistributed to the TLC program leadership and external stakeholders for evaluation of face and content validity. The rubric was piloted using teaching portfolios from 3 cycles of the program. Cronbach αwas used to measure internal consistency and a 2-way random-effects model was used to assess the inter-rater reliability. ResultsA total of 18 portfolios were independently evaluated by 4 raters. The overall mean Cronbach α for internal consistency was 0.90 and ranged from 0.65 to 0.84 by domain. The overall mean intraclass correlation coefficient for inter-rater reliability was 0.95 and ranged from 0.57 to 0.91 by domain. ConclusionThe rubric evaluates characteristics of teaching portfolios important to internal and external stakeholders and had good to excellent internal consistency and inter-rater reliability. It can be adapted and applied by TLC programs to identify teaching excellence.

Certification of Ukrainian Doctors of All Eight Stomatological Specialties: Analysis of Certification Sheet, Personal Educational Portfolio with Continuing Professional Development Results, and Certificate

Certification of doctors-stomatologists (i.e., dentists) in Ukraine is a procedure that is not sufficiently covered in English-language articles. Understanding Ukrainian legislation in in matters of сertification is extremely important both for foreing colleagues and for stomatologists in Ukraine. The purpose of this paper is to present the original and translation of three main documents of the Procedure for Certification of Doctors of the Order of the Ministry of Healthcare of Ukraine dated February 22, 2019, No. 446 (as amended by the Order of the Ministry of Healthcare of Ukraine dated August 18, 2021, No. 1753). Namely, certification sheet, personal educational portfolio with continuing professional development (CPD) results, and certificate. Each of the documents is detailed. Document templates can be found in Appendices 1, 2, and 3 to the Order of the Ministry of Health of Ukraine No. 446, freely available on the official website of the Verkhovna Rada of Ukraine. Personal educational portfolio deserves special attention, in which the doctor who is undergoing certification must chronologically indicate the CPD activities for the past year, the place of their implementation, the duration or/and bibliographic reference and the number of accrued CPD points. Also, this document requires to indicate the number of medical services provided by doctor during the reporting period (except for the specialties specified in Appendix 5 to the Procedure for the Certification of Doctors and the specialty “Organization and Management of Health Care”). Another purpose of this article was to provide samples of certificates on the assignment and confirmation of qualification categories to doctors-stomatologists- surgeons. The presented certificates were issued by certification commissions at various health care bodies of Ukraine. Namely, at (1) the Department of Healthcare of the Kyiv Regional State Administration and (2) the Ministry of Healthcare of Ukraine. All three certificates were issued in 2021.

Data Skills for Everyone! (?) – An Approach to Assessing the Integration of Data Literacy and Data Science Competencies in Higher Education

The proficient handling of data can undoubtedly be regarded as a key skill for the future. However, the need for data competencies is not limited to traditional professions in the information technology environment but is rather necessary across industries and work fields. Consequently, there is a call to integrate such Data Literacy and Data Science competencies into higher education teaching across the breadth of study programs. This study, descriptive in nature, sheds light for the first time on the status quo of this integration. For this purpose, a “Data Science Dictionary” has been developed, that structurally maps a corresponding curriculum of the German Informatics Society (GI). Using quantitative content analysis, more than 13,950 distinct modules from three German study programs (Business Administration, Business & Information Systems Engineering, Computer Science) at two different types of universities are examined. As a result of this comparative study, concise “teaching portfolios” are compared between disciplines, whereby the prevalence, proportion, and depth of the competencies integrated into the study programs become transparent. Thus, this approach can provide a basis for discourse on the future integration of data competencies into, e.g., business study curricula; furthermore, it can track the resulting progress in a longitudinal study.

A framework for using SET when evaluating faculty

ABSTRACT This paper presents a framework for utilizing Student Evaluations of Teaching (SET) in faculty evaluations. Recognizing the ongoing debate about the validity of SET as a measure of teaching effectiveness, the authors agree with scholars who propose viewing SET as a tool for gauging ‘student perceptions of learning’. They present a method that combines post-estimation residuals from an Ordinary Least Squares (OLS) model, which accounts for key confounding factors, with simple mean SET scores. This approach provides a more nuanced perspective on each faculty member's individual ratings. The authors draw on SET data from courses taught by tenured faculty in the Faculty of Arts and Sciences at a large, private university in the Northeastern United States. Their findings suggest that the proposed residual framework can help address some of the concerns associated with the use of SET in personnel decision-making. However, they caution that this approach requires careful explanation and should be used in conjunction with a comprehensive review of a professor's full teaching portfolio. The study contributes to the ongoing discourse on the use of SET in faculty evaluations, offering a more equitable and nuanced approach to interpreting SET data.

A Survey On The Implementation Of Fine Motoric Portfolio Assessment Of Children Aged 4-6 Years By Kindergarten Teachers In Pare Sub-District

This research aimed to describe the implementation of fine motor portfolio assessments for children aged 4-6 years by kindergarten teachers in Pare Sub-district, Kediri Regency, East Java. This research used quantitative methods, where researchers took a cross-sectional type survey. This type refers to research that can be carried out by collecting data only once. The population in this study were kindergarten teachers in Pare Sub-district, totalling 45 schools. The research results showed that 18 kindergarten teachers in Pare District carried out the fine motor portfolio assessment of children aged 4-6 years very well, 23 teachers carried out the fine motor portfolio assessment of children aged 4-6 years well, while 5 teachers assessed the fine motor portfolio of children aged 4-6 years quite well. The average (mean) score of respondents from the research results on the implementation of children's fine motor portfolio assessments by kindergarten teachers in Pare District, Kediri Regency, East Java, was 77.02. The teacher's portfolio assessment has followed the portfolio assessment stages. The stages for assessing portfolios of kindergarten teachers in Pare Sub-district are determining (1) the objectives of the portfolio, (2) the contents of the portfolio, and (3) the criteria and format for the assessment. The teachers did not involve children or parents in assessing the fine motor portfolio of children aged 4-6 years.

Korean Pre-Service Teachers' Experiences of Creating an Online Teaching Portfolio in the Teacher Preparation Course

An online teaching portfolio is a digital collection of artifacts for a teacher's professional development and practice. This portfolio includes a teacher's skills, experiences, and achievements and can be used for professional growth, evaluation, and job search. Recognizing the importance of pre-service teachers' experiences of the portfolio, this study aims to understand the effectiveness of online teaching portfolios (e-portfolios) for Korean pre-service teachers. This study implemented mixed methods during the 2022 academic year, including an exit survey (n=62) and individual interviews (n=4). Study results indicated that the Korean pre-service teachers showed a positive learning experience because they could think about the connections between theory and practice while making the e-portfolio. In addition, making an e-portfolio could positively enhance the PSTs' technology integration ability in lesson planning and evaluations. Also, Korean pre-service teachers self-evaluated that they gained greater confidence in learning new technology applications in their lessons. Based on these results, several implications are discussed regarding the effective usage of online teaching portfolios for teacher preparation programs.
 
 Received: 11 September 2023 / Accepted: 19 February 2024 / Published: 5 March 2024

Implementation of Digital Faculty Portfolio in Medical College Using an Intervention Mapping Approach.

The Digital faculty portfolio (DFP) is a well-established Teaching Portfolio, a tool that combines student evaluations with teaching materials, narrative reflections, and evidence of pedagogical effectiveness. The research aimed to test the DFP concept and determine whether faculty find it useful for integrating faculty activities, including teaching and extracurricular activities. Thus, the main aim is to identify key technical details that must be addressed before creating a larger DFP platform. This research study adopted a six-step theory- and evidence-based approach of an Intervention Mapping (IM) protocol to assess the need for a DFP-like program at the College of Medicine, King Saud Abdulaziz University for Health Sciences and the efficacy of the pilot DFP program. The study was done in three steps: 1) Evaluation of educational needs; 2) Design of the "DFP" program; and 3) Validation and refinement of the designed program. The college conducted the needs assessment using a validated survey with full-time faculty members. Eighty-two survey participants comprised the sample. We described to them the DFP implementation procedure, design, and advantages. The DFP is valuable to most users (60%) and has inherent benefits that boost professional competency (80%). Nearly 73% were willing to keep using and/or updating their DFP periodically. The created program was validated by sharing the findings with designated specialists in health professions education. Based on their comments, the program was further refined and ready for piloting. To maximize the potential of the platform's success, its capabilities should be consistently enhanced in addition to resolving technical issues. This program has managed to effectively identify new avenues for working on enhancing methods for effective communication, coordination and enhance the scope of evaluation process.

Promotion Criteria for Medical Educators: Are We Climbing a Ladder with Invisible Rungs?

ObjectiveIn 2006 the Association of American Medical Colleges recommended standardization of documentation of the contributions of medical educators and guidelines for their academic promotion. The authors characterized current United States (US) medical school promotion guidelines for medical educators. MethodsAuthors collected publicly available data from medical school promotion websites from March through July 2022 after determining categories by traditional-set domains as well as peer-reviewed standards. Extracted data were analyzed using descriptive and inferential statistics, and frequencies were calculated for nominal and categorical data. ResultsOf 155 medical schools identified, promotion criteria were publicly available for 143 (92%) schools. Ninety-one (64%) schools identified a distinct educator track. Of those with a defined educator track, 44 (48%) schools consider workshops or other media when evaluating candidates for promotion, and only 52 (57%) of schools with a specified educational track require additional documentation of teaching or education as part of their promotion process. Notably, 34 (37%) of the 91 schools with an educator track specifically require an Educational Portfolio, compared to 27 (52%) of the 52 schools that do not have a specific educator track for promotion. ConclusionThis study describes the current lack of clarity and consistency of the promotion criteria for medical educators and indicates that the guidelines proposed by the Association of American Medical Colleges over 15 years ago have not been widely adopted. These data amplify previous calls for a more objective set of criteria for evaluating and recognizing the contributions of medical educators.

Supporting clinical research professionals through educational innovations.

Clinical Research Professionals (CRPs) are essential members of the Clinical and Translational Research Workforce. Many academic medical institutions struggle to recruit and retain these vital team members. One strategy to increase job satisfaction and promote the retention of CRPs is through educational initiatives that provide training and professional development. The South Carolina Clinical and Translational Research (SCTR) Institute Workforce Development (WD) team at the Medical University of South Carolina (MUSC) developed several trainings as part of our larger educational portfolio for CRPs. In 2022 WD implemented a digital badge micro-credential for SCTR's Core Clinical Research Training (CCRT) course in collaboration with institution-wide education and technology offices. Beginning in January 2023, individuals were able to earn the CCRT Certified Digital Badge upon successful completion of the CCRT course.

A/part: Writing retreats as spaces fostering a sense of belonging for academic staff

In June 2022, I attended a teaching and learning writing retreat with other early career researchers, the deputy dean of teaching and learning of the faculty, and the teaching and learning specialist for our faculty. I had recently completed my teaching portfolio as part of my probationary requirements and had been asked to join the retreat to guide and assist the other early career researchers who were working on their teaching portfolios at the time. At this specific retreat, we had quite a few frank discussions about our teaching and learning background experiences and we were given the space to be vulnerable and open with one another. At the time, I was working on a paper on student belonging, and I noted the parallel between what I was reading about student belonging and what I was experiencing at the retreat: a profound sense of being a part of a group, of belonging.

Challenges and innovations during the COVID-19 pandemic: An international survey of music therapy educators

ABSTRACT Introduction The COVID-19 pandemic affected educational institutions and clinical organizations, with universities and clinical sites experiencing a complete lock down with unexpected changes to meeting students’ and clients’ needs within this new landscape. Consequently, music therapy educators had to pivot from their current teaching and practicum format to comply with university and governmental restrictions. Study aims This manuscript explores how COVID-19 impacted music therapy teaching practices and learning delivery, identifying resources and tools implemented by music therapy educators, explicating changes in assessment of student learning, compliance with required guidelines and approvals, and innovations used or discovered during this time. Method International music therapy educators completed an online survey about their music therapy education and teaching practices, including questions about their teaching practices during the COVID-19 pandemic. Results Sixty-one music therapy educators from 19 countries completed a 55-question survey, including 6 questions specifically about the impact of the COVID-19 pandemic on their teaching practices. Majority of respondents reported that COVID-19 had a significant impact on their teaching practices, sharing the various changes implemented and tools and resources integrated into their online teaching platforms. Two exemplars further illustrate detailed processes necessitated by educators from two different universities. Discussion Clearly, the pandemic impacted music therapy education and training, including integration and adaptation of new and existing tools into their teaching and assessment practices, plus changes to safety procedures in implementing guidelines. Lastly, innovative teaching practices introduced during the pandemic that educators plan to retain as a part of their teaching portfolio are explored.

When ‘Non-Instructional’ Librarians Teach

This article shares individual and collective experiences from five faculty ranked librarians with roles outside of formal instruction who are employed at an academic institution in the United States, and their approach to developing and embracing a teacher identity in the context of their professional trajectory. The article explores how the authors prepared to be evaluated against traditional classroom teaching for promotion by forming a cohort-based group to support “non-instructional” librarians to create a teaching portfolio, and how they approached teaching from liminal and, at times, tenuous positions and career stages. Authors conclude that the process challenged and expanded their perceptions of librarians and their own roles by revealing essential teaching functions performed regularly, regardless of their “non-teaching” title. Furthermore, developing a teaching portfolio has additional value in supporting the profession at large and demonstrating the essential role of the library at higher education institutions.

Relatability's role in formative assessment and feedback practices of young Black academics in an access university

Transformation and diversification efforts in South African higher education system continue thirty years into democracy. Access universities play a crucial role in attracting students from previously excluded groups to higher education, specifically Black learners from poor schools with the least resources. Black lecturers in access universities, through shared cultural identities and backgrounds, carry an unspoken responsibility, beyond academic duties, to develop inclusive assessment and feedback practices. This unspoken responsibility must be carried out without compromising academic curriculum requirements and became acutely important during the COVID-19 lockdown period. Through transdisciplinary pragmatism in pedagogical practice, relatability ensures that students engage in meaning-making through participation in the development of solutions that address hyper-localised problems, thus contextualising science in real-world contexts. This study evaluates the role of relatability in the development of inclusive, transdisciplinary, and pragmatic formative assessment and feedback practices for student success in higher education. It does this by comparing the practices and experiences of young, Black lecturers in an access university. Our formative assessment and feedback methodologies and analysis of our teaching portfolios are presented to demonstrate how our personal student experiences have shaped more inclusive practices. In the discussion, we highlight the influence of unspoken responsibilities on Black lecturers to develop student outcomes beyond academic success through assessment and feedback. We seek to highlight how relatability can be leveraged to improve formative assessment and feedback practices towards strengthening inclusive teaching and learning for students’ academic success.

The Value and Success of Live Plus Online Enduring CME/CE on Hematology/Oncology Specialists' Ability to Care for Patients with Hematologic Disorders

Background: As translational and clinical research across the continuum of classical and malignant hematology continues to accelerate at an unprecedented pace, hematologist/oncologists (hem/oncs) may find it challenging to stay up to date on new discoveries and constantly evolving standards of care. The ASH Annual Meeting offers an unparalleled opportunity to present live continuing medical education (CME/CE) activities to a broad cross-section of this clinician population. The reach of these programs is multiplied by converting recordings into accredited online CME activities available to interprofessional clinician audiences for on-demand learning. The objective of this study was to assess the impact of 9 live plus enduring symposia at ASH 2022 on hem/oncs' knowledge, competence, and confidence in providing comprehensive care for patients with hematologic disorders. Methods: The Medscape Education/Medscape Oncology educational portfolio at the 64 th ASH Annual Meeting consisted of nine 90-minute CME-accredited Friday Satellite Symposia presented live on December 9, 2022, and posted online within 3 weeks as CME-accredited enduring activities consisting of multimedia recordings with synchronized slides. Four of the enduring programs also offered nursing and/or pharmacy continuing education credit. Symposium topics included 2 programs on classical hematologic disorders, 3 on lymphoid malignancies, 3 on myeloid malignancies, and 1 addressing health equity across all hematologic malignancies developed in collaboration with the Leukemia & Lymphoma Society. Educational impact was measured with pre-/post-education assessments including multiple-choice knowledge/competence questions and 5-point Likert scale confidence questions. Data from all hem/onc learners who completed pre- and/or post-education assessments were aggregated across activities and stratified by learning themes. Relative changes in the percentage of correct responses and clinicians who were confident (value of 4 or 5) were used to measure improvement in knowledge, competence, and confidence. A McNemar test assessed significant levels of changes reported, with P values < .05 considered statistically significant. Data were collected through July 31, 2023. Results: The educational portfolio demonstrated a profound reach to 76,647 learners at the time of data cutoff (3361 live learners plus 73,286 enduring learners). Among them, 6821 were hem/onc learners, with other learners comprising additional physician specialties and interprofessional team members (eg, nurses, nurse practitioners, and pharmacists). In each learning theme, statistically significant improvements were observed in hem/oncs' knowledge, competence, and confidence after education (N = 161 to 640). Conclusions: Participation in live or recorded CME/CE-accredited activities presented at the ASH Annual Meeting resulted in statistically significant improvements in hem/onc learners' knowledge, competence, and confidence related to the comprehensive care of patients with a variety of hematologic disorders. These results have the ability to translate to real-world improvements in clinical care and to enhance patient outcomes and experiences. Despite these achievements, continued educational activities are needed to address residual gaps and further increase clinicians' ability in this dynamic clinical setting.

PORTFOLIO AS A MEANS TO PREPARE TEACHERS FOR THEIR CAREER, BASING ON EXPERIENCES OF THE SCHOOL OF EDUCATION OF POLISH-AMERICAN FREEDOM FOUNDATION AND UNIVERSITY OF WARSAW

The educational portfolio is not an obvious and often chosen tool for teacher education in Poland. It is perceived as difficult to implement, time-consuming and often with disappointing results. In the presented study, conducted by Grażyna Czetwertyńska and Kinga Białek, the portfolios collected (in paper and electronic form) in the School of Education (SE) of the Polish-American Freedom Foundation and the University of Warsaw, and the results of annual evaluations on portfolio work were analysed. The study focuses on the use of the portfolio in further work with students. The assumptions adopted in SE were compared with other portfolio models in teacher education in Poland. The portfolio in the SE changed along with the development of the institution, so the causes and effects of these changes were examined as well. Additionally, the compliance of the goals and effects achieved through working with the portfolio with the goals of education in the SE was examined, particularly with regard to the Teacher’s Development Standards used in the SE. A description of the methodology of teaching self-reflection skills in the teacher’s workshop and, consequently, the professionalisation of his/her work is described. The research allowed for a detailed description of a specific didactic model and the development of recommendations regarding the conditions for the use of the portfolio for those interested in implementing it in teacher education.