During the last 8 years when I was totally engrossed in developing and researching portfolios, I have become convinced of the tremendous potential of portfolios for performance assessment in workplaces - formative as well as summative. A portfolio allows the collation and integration of evidence on competence and performance from different sources to gain a comprehensive picture of everyday practice (Snadden & Thomas 1998). However, I have also become keenly aware of the portfolio's limitations.
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