Portfolio - from a New Zealand perspective

Självständigt arbete på grundnivå (kandidatexamen) 10 poäng / 15 hp The purpose of this essay is to illustrate how and why teachers in New Zealand use portfolios as a part of their teaching. The purpose is also to investigate if, and in that case how, a socio cultural perspective on learning can be shown through the work with portfolios. To investigate this we have made a case study in New Zealand where we interviewed six teachers. The result of the investigation shows that our teachers use portfolios in both a summative and a formative way. In a summative way to gather what the children have done in school, and in a formative way to help the students to assess what they have done, how they have done it and what they are going to do next. The formative part of the portfolio is also used to help the students with their metacognition or to think about their thinking. The portfolio is also used as a tool for a better communication between the school and the students’ parents. The investigation also shows that the principals on these schools play a big part in the development of the work with portfolios. For us, this investigation has resulted in a good understanding in how and why New Zealand teachers can work with portfolios. The purpose of this essay is to illustrate how and why teachers in New Zealand use portfolios as a part of their teaching. The purpose is also to investigate if, and in that case how, a socio cultural perspective on learning can be shown through the work with portfolios. To investigate this we have made a case study in New Zealand where we interviewed six teachers. The result of the investigation shows that our teachers use portfolios in both a summative and a formative way. In a summative way to gather what the children have done in school, and in a formative way to help the students to assess what they have done, how they have done it and what they are going to do next. The formative part of the portfolio is also used to help the students with their metacognition or to think about their thinking. The portfolio is also used as a tool for a better communication between the school and the students’ parents. The investigation also shows that the principals on these schools play a big part in the development of the work with portfolios. For us, this investigation has resulted in a good understanding in how and why New Zealand teachers can work with portfolios. Självständigt arbete på grundnivå (kandidatexamen) 10 poäng / 15 hp