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Abstract
Purpose - The purpose of this research is to describe an action research project that proposed, monitored and evaluated the introduction of a learning portfolio used to replace examinations that were formerly used to assess the core courses.
Design/methodology/approach - An action research project was undertaken to find out whether the introduction of a portfolio was successful and what could be improved in the process of its implementation.
Findings - The findings indicate that portfolios are effective to support and assess the academic development of international students.
Originality/value - The introduction of a portfolio to replace written examinations in the NCIHD was welcomed by all concerned.
Keywords Higher education, Students, Learning styles, Assessment
Paper type Research paper
Introduction
As we go through life we constantly acquire new information and skills. At first we react to new experiences/situations and then start thinking about them, then we reflect. Reflection is a process of digesting the information or experience, and internalising them. We use reflection to adapt our knowledge and revise ideas and views: this is what is called learning (Lammers and Murphy, 2002), and this process happens mostly sub-consciously.
This two-stage process of experience and reflection is used formally in professional development and adult learning. It is regarded as a more holistic approach to learning than memorising and recalling information (assessed by examinations), or mastering skills (assessed by task-based assignments).
The Nuffield Centre for International Health and Development (NCIHD) at the University of Leeds runs three Postgraduate Training Programmes, namely: Health Management; Planning and Policy; Hospital Management; and Public Health. Most of the core parts of the programme (20-credit modules) run from September to December each year. These were assessed by three-hour written examinations and three to four written assignments. However, academic staff became more concerned that written examinations were not suitable for assessing the learning outcomes. A number of options were considered and it was agreed to introduce a learning portfolio.
An action research project was undertaken to find out whether the introduction of a portfolio was successful and what could be improved in the process of its implementation. This study reports the reaction of staff and students before and after the first implementation of the portfolio. Also, it includes ideas from external examiners...