Structured portfolio

Description

In the portfolio, several methods are linked to one another in order to represent the individual skills of the learner in an objective way. The Portfolio "is a representative collection of different pieces of evidence of a candidate’s skills, knowledge and understanding which indicates that they have met the requirements of a qualification" (SQA 2019, p. 25). The candidate prepares a portfolio, adapted to the skills or the occupational profile he/she wants to get recognised, and the portfolio is assessed.

Portfolios are used in the assessment to gain comprehensive insight into the achievements of the candidates. When creating portfolios, the candidates learn to assess themselves and their qualities.

Quality Concepts

Validity

In the assessment process, a third party assesses the portfolios as a jury to increase validity and to ensure equality and fairness in the validation process. Validity, reliability and authenticity are increased by using a variety of methods. Even if these methods are time-consuming for the candidate, they have the opportunity to present their skills in a flexible way.

Reliability

Reliability is increased by using several contents and documents of the portfolio to evaluate a certain competence.

Limitations

Implicit knowledge can only be shown with difficult by using this method. Practical competences and communication skills can only be expressed indirectly through the portfolio. A direct interaction with the assessors is missing.

The assessment can prove to be time-consuming, as each candidate presents different types of evidence.

Considerations

Tips

The desired structure for the portfolio should be proposed to the candidate in advance. It should be clear which data, facts, and evidence are relevant and possible for this. A mediator can help to focus on the essential elements when creating a portfolio.

Traps

Because of the diversity of evidence, special attention must be paid to reliability. Even if the external design of the portfolio says something about organisational competencies, the focus of the assessment should be on the content and evidence.

In order to prevent attempts at fraud, officially certified copies of certificates can be requested. If the candidate gives permission, certificates of employment can be checked in case of doubt. Without permission there may be problems with privacy.

Scoring Tools

A checklist based on the Sectoral Layer of the relevant competences ensures the reliability and validity of the assessment.

Implementation

Information for Standard

The portfolio should be structured in such a way that it can be measured against the established standard in terms of units.

Development

The content of the portfolio is created using a checklist and listed in an index. This enables an objective assessment by the assessors.

A portfolio can be divided into two parts. In the first part the learning and development process of the candidate is presented. The acquired competences are expressed in facts and figures (e.g. personal data, previous activities, self-assessment, future prospects). In the second part, an overview of the current status of the qualification is given on the basis of formal and non-formal evidence.

The portfolio can include a curriculum vitae, reflections on informally acquired skills, working documents and learning diaries.

Needs/Set-Up

Since the candidate submits a complete compiled portfolio, no further set-up is required.

Requirements for Assessors

ThePortfolio evaluation and assessment of competencies requires assessors to be able to evaluate documents in terms of their relevant value. Expertise and experience in the field of event technology are particularly helpful in this respect. Examples

A portfolio can prove competences in all Units through various proofs (e.g. certificate of further education, CV, job reference).

In Combination with

In order to check the submitted evidence for its relevance to the respective competences, it should be backed up by complementary oral and practical methods (e.g. Role Play, Oral Test, Observation in Simulated Environment).

References/Notes

* Annen, S. (2012): Anerkennung von Kompetenzen. Kriterienorientierte Analyse ausgewählter Verfahren in Europa. Bielefeld: W. Bertelsmann. 
* Cedefop (2015). European guidelines for validating non-formal and informal learning. Luxembourg: Publications Office. Cedefop reference series; No 104. http://dx.doi.org/10.2801/008370 Data URI image 
* Freitag, W. K. (2010): Recognition of Prior Learning. Anrechnung vorgängig erworbener Kompetenzen: EU-Bildungspolitik, Umsetzung in Deutschland und Bedeutung für die soziale und strukturelle Durchlässigkeit zur Hochschule. Düsseldorf: Setzkasten GmbH. 
* Hanak, H. / Sturm, N. (2015): Außerschulisch erworbene Kompetenzen anrechnen. Praxisanalyse und Implementierungsempfehlungen. Wiesbaden: Springer Fachmedien. 
* North, K. et al. (2013): Kompetenzmanagement in der Praxis. Mitarbeiterkompetenzen systematisch identifizieren, nutzen und entwickeln. 2. ed. Wiesbaden: Springer Fachmedien.  
* SQA (2019): Guide to Assessment. Online: https://www.sqa.org.uk/files_ccc/Guide_To_Assessment.pdf (last 18.08.2020)