Portfolios, teacher assessment as transformative learning

grantor: University of Toronto'Purpose and methodology'. This study examined at the potential of portfolios to sustain development as transformative learning, and perceived professional competence as inclusive of communicative, emancipatory and technical interests. The portfolio process was organized around four main vehicles which served as the primary sources for data collection: reflective activities, group/individual sessions, written peer feedback, and readings in chosen area of inquiry. A descriptive case approach was used. The portfolio and critical reflections of one participant were subsequently analyzed in regard to their meaning structures and changes in understanding. This analysis was amplified by comments provided by the three other participants. The interpretation of texts derived from the sources described above each combined narrative, semiotic and deconstructive analyses. 'Findings and conclusion'. Teachers indicated that each of the vehicles used to promote teacher reflection on presuppositions of understanding were useful but a combination of reflective activities and group discussions were particularly informative in eliciting new insights which generated modes of "reflective action." Goal-setting and its attainment, as documented in the portfolio, was a source of pride and achievement and promoted the teachers' sense of professionalism. Findings from this study revealed that each of the participants viewed their participation in a portfolio process as promoting their development in the following ways: increased self-confidence and self-esteem, sense of empowerment and personal ownership over the learning-assessment process, improved collegial relations, better student-teacher rapport, improved teaching practices, enhanced student learning and an increased sense of professionalism. Furthermore, the findings indicate that a portfolio process invariably sustains teachers' development of: enhanced awareness of sources in terms of needs, biases, patterns of behaviour, contexts, self-perceptions; metacognitive understanding of how they learn and conceptualize their practice; an ability to articulate and explain the concrete particulars of practice conceptually; transformed understanding of educational roles, students, curriculum, learning and teaching. The findings of this study also support concepts central to transformation theory: learning and development derive from a critical reflection of presuppositions and occur in a problem solving context. Transformation is critically connected to learner interests and forms of knowledge and results in more inclusive, integrated perspectives for making sense of self, others and experiences, leading to an enhanced sense of empowerment or "liberation." The portfolio process positively supports transformative learning and enhanced communicative competence.Ph.D