Follow-up on the use of portfolio assessment for a module in research information skills: An analysis of its value

Article type: Research Article

Authors: Fourie, Ina^a | van Niekerk, Daleen^b

Affiliations: [a] Department of Information Science, GW building 14–24, University of Pretoria Lynnwood Road, Pretoria, South Africa. E-mail: [email protected] | [b] Bureau for University Teaching, University of South Africa, PO Box 392, Unisa 0003, South Africa. Tel.: +27 12 4296740; Fax: +27 12 4293551; E-mail: [email protected]

Abstract: Since 1998 the Department of Information Science in collaboration with the Library Services of the University of South Africa (Unisa) has used portfolio assessment for a module in Research Information Skills (RIS). The Bureau for University Teaching assisted with the assessment strategy for the module. The theoretical basis of portfolio assessment and an analysis of what is required to master research information skills were initially used to formulate the assessment criteria. Portfolio assessment emphasises continuous, critical reflection. In line with this, the latest information on assessment is considered for new insights and guidelines. These cover the evolution and complexities of self-assessment. Informal observations based on the assignments submitted by students, their questions and comments, and feedback obtained during two focus group interviews are also used to analyse the value of portfolio assessment. Portfolio assessment has an impact on the students, the lecturers, the development of course material and the mastery of required skills. Recommendations are made for the use of portfolio assessment.

DOI: 10.3233/EFI-2001-19202

Journal: Education for Information, vol. 19, no. 2, pp. 107-126, 2001