Example teaching resource note

Portfolio-based learning and assessment in law: proposal outline

The aims of this resource note are threefold:

1. to introduce teachers to the main practical issues associated with using portfolios as a learning and assessment tool in law courses and offer a range of hints and tips and based on the literature and the author's experience of using portfolios and journals over the past 10 years
2. to offer practical examples of learning and assessment tools drawing particularly, but not exclusively, on three undergraduate modules at Westminster which show how portfolio and journal-based assessments can be used progressively to support development of Benchmark and other (legal) skills
3. to will provide teachers with a list of useful paper and Internet resources on portfolio-based learning and assessment

The approach taken will be highly practical, structured around a series of frequently asked questions about portfolios, but at the same time the text will be firmly grounded in educational theory. Where reference to theory is deemed necessary care will be taken to ensure that it is made relevant and accessible to the intended audience. The approach will be sufficiently generic to make the note useful to teachers in both academic and vocational legal education.

Contents

1. Introduction
2. What is portfolio-based learning?
3. How do portfolios differ from student journals and records of achievement/PDPs?
4. Can portfolios support learning and assessment of substantive law?
5. What skills can be learnt and assessed through portfolios?
6. How important is it to prescribe the kinds of evidence presented in the portfolio?
7. Should the evidence base be complete or just a selection?
8. Is plagiarism a problem?
9. How reliable are portfolios as an assessment tool?
10. How valid is portfolio-based assessment?
11. Should outcomes be negotiable?
12. Should portfolios be graded?
13. Sample learning and assessment tools
14. Select bibliography

Sources used to inform this project include:

• Baume D and Yorke M (2002) 'Portfolio assessment? Yes, but...' in G Webb and P Schwarz (eds) Case studies on teaching in higher education London: Kogan Page
• Benett Y (1993) 'The validity and reliability of assessments and self-assessments of work-based learning' Assessment and Evaluation in Higher Education vol 18(2), p87
• Bennett N, Dunne E and Carre C (2000) Skills development in higher education and employment Milton Keynes: Open University Press
• Boud D (1988) Developing student autonomy in learning London: Kogan Page
• Franklyn-Stokes A and Newstead S (1995) 'Undergraduate cheating: who does what and why' Studies in Higher Education vol 20(2), p159
• Garrigan P (1997) 'Some key factors in the promotion of learner autonomy in higher education' Journal of Further and Higher Education vol 21(2), p169
• Kolb D (1984) Experiential learning London: Prentice Hall
• LTSN Generic Centre (2001) A briefing on assessment of portfolios (LTSN Generic Centre Assessment Series no 6) York: LTSN Generic Centre
• Quality Assurance Agency (2000) Guidelines for HE progress files Gloucester: QAA
• Moon J (2000) Reflection in learning and professional development: theory and practice London: Kogan Page
• University of Nottingham (2000) Personal and academic development for students in higher education (PADSHE Project)