Analytical critique of the strengths and weaknesses of

the portfolio approach.

The portfolio approach utilised within the PGCHE has several strengths and also
certain weaknesses.
Key strengths exist in that the portfolio should generate stimulation within the
learners mind to appraise their own skills (C.f. Biggs, 1994: p184). Secondly, the
potential wealth of evidence to be supported within a portfolio allows a great variety
in allowing the learner to select a range of items, or certain key pieces of evidence
(Fry and Kettridge, 1999). If the portfolio is aligned to the learning outcomes, the
portfolio approach may well develop deeper learning (Biggs, 1999: p. 239).
Additionally as a formative mechanism of assessment (Fry and Kettridge, 1999), the
portfolio is a very valid mechanism of assessment that is somewhat varied from the
norm.
Weaknesses suggested within the literature are that they can be timeconsuming to mark (Biggs, 1999: p. 185). Additionally unless there is some direction,
students may wander (Fry and Kettridge, 1999; p.244). As a summative method of
assessment Fry and Kettridge (1999) argue that this may cause significant weakness,
dependent on thresholds of pass, or fail.
Beyond the academic literature, and reflecting upon my own experience I have mixed
views regarding the portfolio. Having marked a number of first year portfolios, I
would tend to agree that they tend to be long and sometimes difficult to mark, even
with good assessment criteria. Secondly, the relative time spent on the portfolio
compared to the marks weighting within the PGCHE module 3 seems problematic,
and could perhaps be weighted higher. Additionally, the timing of submission is a
little unfortunate in that it falls in induction week for undergraduate modules.
Although the research paper is submitted at the same time, relatively the research
paper was relatively easier to produce, and had less sheets of paper to deal with. On a
positive note, I do think that the portfolio has made me consider what evidence
reflects my relative improvement over the past year, and what has improved.
Additionally, there is a contrasting element of self reflection compared to the
academic rigour of the research paper. This suggests that there is a good overall
assessment programme that covers a number of areas.
Overall I think that portfolio is a good approach, but needs to be handled carefully by
the student and the tutor to gain the most benefit.
BIGGS, J. (1999) Teaching for Quality Learning at University Buckingham, Open
University Press.
FRY, H., & KETTERIDGE, S (1999) Teaching Portfolios in FRY, H.,
KETTERIDGE, S. and MARSHALL, S. (1999) A Handbook for Teaching and
Learning in Higher Education, London, Kogan Page.