Reflections on Portfolios as Means of Authentic Assessment in a Teacher Education Programme

By Bandita B. Mohanty and Kalyani Akalamkam.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Portfolios are regarded as one of the effective and authentic means of formative assessment especially in a multicultural classroom. However this concept is quite new and catching up in India. Teaching and assessing their learners has always been a challenging task for the student teachers of the two-year diploma programme in education, as they have to teach in classrooms where the learners are not only from different socio-economic strata but also with diverse linguistic abilities. As part of their school experience programme (SEP), they have to submit a report using summative assessment called an Achievement Test Report (ATR). This project was undertaken to provide an opportunity to them, to creatively design authentic and alternate tools to assess their learners in competencies rather than evaluating outcomes through a test. The pre-service teachers/interns of District Institute of Education and Training (DIET) deal with class I to V in Ist stage and class VI to VIII in IInd stage. This project was undertaken during 2009-2010 to provide an opportunity to use portfolios to assess their learners. As part of this project 104 student teachers, teaching in 17 schools in classes I to V assessed their learners (N=3784) in Environmental Studies through portfolios developed over 3 months. This project reports effectiveness of portfolios in culturally and linguistically diverse background and reflections of student teachers. Insights drawn from the project led to suggestions and scope of implementation in Teacher Education programme.

Keywords: Portfolio, Teacher Education Programme, Student Teachers, Multicultural, Authentic Assessment, Formative Assessment

The International Journal of Learning, Volume 18, Issue 7, pp.1-12. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.098MB).

Bandita B. Mohanty

Senior Lecturer, District Institute of Education and Training, Keshavpuram, State Council of Educational Research and Training, Delhi, Delhi, India

Ms. Bandita B. Mohanty, teaches pedagogy of Science and Educational Technology at the state-run teacher training institute offering D. Ed course. She has an experience of teaching science to secondary school learners in Delhi for three years and in teacher education programmes as a lecturer for 11 years. She has keen interest in school science curriculum and written chapters for secondary school text books. Her research interests are science education and school curriculum.

Dr. Kalyani Akalamkam

Senior Lecturer, Department of Elementary Education, Lady Shriram College, University of Delhi, Delhi, Delhi, India

Dr. Kalyani works with Department of Elementary Education, Lady Shriram College, where she teaches courses in Pedagogy of Environmental Sciences, Mathematics and School Internship. She also has a decade of experience in teaching at schools at senior secondary level. Her doctoral work was in the area of science education and curriculum. Her research interests include science and mathematics education and she has publications in this area. She also has been involved in writing books on pedagogy.


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