THE USE OF EPORTFOLIOS WITHIN ACADEMIC PROGRAMS

Abstract: Portfolios are generally considered a suitable tool to structure and support the academic education. First experiences, however, show that the added pedagogical value of portfolios is not always optimized. A framework was developed for (1) portfolio outcomes (What is mentioned in the literature as the added value?), (2) academic objectives (What can be used as a generic description of academic objectives?) and (3) portfolio learning environment (Which features are known as enhancing the intended outcomes?). A questionnaire was developed and distributed among 14 academic universities within the Netherlands. The results are representative for the current portfolio use. As main function of portfolio is mentioned the stimulation of students to take the direction of their learning process in their own hands. In general, the portfolio learning environment is poorly developed, i.e. requirements for the steps of the reflection process, standards for learning lines, frequency of usage, use of peer feedback and training of tutors ’ coaching skills. Systematically the results were in favour of portfolio usage for professional behaviour, compared to academic functioning and study career management. Requirements for the quality of the reflection process are probably a crucial factor.On the basis of this survey a Checklist Portfolio learning environment has been developed