Potential of portfolio as an assessment and learning tool in undergraduate science teacher education programmes

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University of Dar es salaam
The study investigated the different instructors and students’ perceptions and experiences on portfolio use, compared intentions with practice of portfolios, and identified challenges and effectiveness of portfolios as perceived and practiced by students and instructors in learning and assessment of science education courses at undergraduate level, from four different HLIs in Tanzania. The study adopted a Cross sectional design within Qualitative and Quantitative research approaches. Purposive sampling and Stratified sampling procedure were used to select respondents for the study. Instructors were interviewed and completed questionnaires; while students were interviewed, completed questionnaires, and involved in focused group discussions. Documentary reviews were also used to address the research questions. Findings of this study revealed that although instructors and students had negative perceptions towards portfolio use, portfolios had a great potential in improving students’ academic achievement and independent learning, and motivating students towards learning. The mismatch between intentions and practice of portfolios and associated challenges were a result of institutional context in terms of resources, class size, and time allocation, as well as portfolio experience of both instructors and students. The study concludes that portfolios are important as a way of tying assessment to instruction hence provide students’ academic achievements and more responsibility towards their studies. The study recommends for professional development of instructors in the education institutions on the basics of portfolios, in order to smoothen their implementation. Several possibilities for further research on the use of portfolios for students learning, and on the use of electronic portfolios are proposed in this study.
Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAFLB2371.M589)
Assessment, Science
Mnyasenga, H.N (2010) Potential of portfolio as an assessment and learning tool in undergraduate science teacher education programmes, Master dissertation University of Dares Salaam. Dar es Salaam.