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Getting started with e-portfolios: advice for students, staff and employers
developed as part of UKCLE’s Using e-portfolios in legal education project, give some advice for students, staff and employers on using e-portfolios – see Getting started with e-portfolios for more. Advice for students An e-portfolio is useful because: it …
Getting started with e-portfolios: University of Cumbria
sefton.bloxham@cumbria.ac.uk) Project summary: using e-portfolios to support personal development planning, career development and reflective learning Completion date: October 2009 Funding: £1,000, with further support from the University of Cumbria’s Centre for the Devel…
Using e-portfolios in legal education
Practice) Project summary: an exploration of the use of e-portfolios in legal education, developing guidelines and examples of good practice via three case studies Completion date: July 2008 Funding: £45,000 (JISC Distributed e-Learning Programme) Within higher education ther…
E-portfolios in the professions: experiences from law, medicine and veterinary medicine
UKCLE’s Using e-portfolios in legal education project explored the use of e-portfolios in law. In this session at Learning in Law Annual Conference 2007, Patricia McKellar (UKCLE) gave an introduction to the use of e-portfolios, followed by case studies from two law min…
Getting started with e-portfolios: University of Westminster
study by Jeanette Nicholas of the use of e-portfolios in the law school at the University of Westminster, one of three pilot projects undertaken as part of UKCLE’s Using e-portfolios in legal education project. If you would like to know more about the use of e-portfolios a…
Getting started with e-portfolios
Advice on using e-portfolios by Patricia McKellar (UKCLE) and Karen Barton (Glasgow Graduate School of Law), developed as part of UKCLE’s Using e-portfolios in legal education project. Go to: definitions | software | benefits | hints and tips | watch out for | case studi…
Evaluating e-portfolios in law: 2006-07
UKCLE’s Using e-portfolios in legal education project piloted the use of e-portfolios in three institutions – Glasgow Graduate School of Law, Oxford Institute of Legal Practice and the University of Westminster. In autumn 2007 the project team undertook an evaluation…
Getting started with e-portfolios: Oxford Institute of Legal Practice
Case study by Liz Polding of the use of e-portfolios at Oxford Institute of Legal Practice, one of three pilot projects undertaken as part of UKCLE’s Using e-portfolios in legal education project. If you would like to know more about the use of e-portfolios and reflection …
Getting started with e-portfolios: Glasgow Graduate School of Law
Case study by Karen Barton of the use of e-portfolios at Glasgow Graduate School of Law, one of three pilots projects undertaken as part of UKCLE’s Using e-portfolios in legal education project. If you would like to know more about the use of e-portfolios and reflection at…
Using e-portfolios in legal education: key themes
UKCLE’s Using e-portfolios in legal education project piloted the use of e-portfolios in three institutions (Glasgow Graduate School of Law, Oxford Institute of Legal Practice and the University of Westminster) over a two period. This page presents the key themes which eme…
Evaluating e-portfolios in law: 2007-08
UKCLE’s Using e-portfolios in legal education project piloted the use of e-portfolios in three institutions – Glasgow Graduate School of Law, Oxford Institute of Legal Practice and the University of Westminster. Following a first evaluation in autumn 2007 a second ev…
Should portfolios be graded?
It is up to you and your assessment regime. The answer to this one turns again on assessment validity and reliability, and this is a bigger topic than we can do credit to here. Suffice it to say that much of our conventional assessment practice does not offer high levels of reli…
Portfolio-based learning and assessment
Julian Webb, University of Westminster This teaching resource note sets out to: Introduce portfolios as learning and assessment tools in academic and professional law courses and offer a range of hints and tips about their use. Offer some practical examples of how portf…
Why should I consider using portfolios?
Portfolios aren’t a ‘cure all’, but they can provide evidence of a wider range of personal and intellectual abilities and skills than most conventional forms of assessment support the integration of learning from different parts of a programme achieve a…
Is there anything portfolios can assess that other tools can't?
Overall, the answer is probably ‘no’, although there are some skills portfolios test which are not commonly assessed by other mechanisms in higher education, for example the ability to index, arrange and manipulate materials. They are also, through the device of a cr…
How do portfolios differ from student journals?
Portfolios and student journals (also called learning logs or, sometimes, diaries) can perform similar functions, but journals tend to rely exclusively on student report and reflection on activities. The distinguishing characteristic of a portfolio is that it contains direct evi…
How important is it to prescribe the contents of the portfolio?
This is tricky. If you are too prescriptive, it can stifle inventiveness and originality in your students work and reduce their sense of ownership of the product, but a degree of direction is needed to keep the process both manageable and transparent. Manageability A portfo…
How easy are portfolios to assess?
It depends on the portfolio! Assessing portfolios can be a long job, and can raise issues of assessment validity and reliability. All of these problems can be overcome. How manageable have you made the assessment? Have you taken steps to keep the portfolios manageable? …
How are portfolios different from records of achievement?
Records of achievement (RAs) or personal development plans (PDPs) are important tools for encouraging and supporting personal development and both academic and career planning. They are commonly linked into personal tutoring schemes, and have also been used to support the develo…
Can portfolios support learning and assessment of substantive law?
Yes! The key advantage of using a portfolio here is that it obliges students to provide evidence of engagement with the course or module as a process of learning, not just engagement with the assessment. Example A portfolio for a substantive law course could include: no…
Is plagiarism a problem?
The bottom line is that all forms of assessment are at risk from some form of cheating. The best we can do is to designout as much of that risk as we can. Portfolios can limit the possibility of plagiarism because: Students cannot readily purchase their reflections on y…
What is a portfolio and what is portfolio-based learning?
1. What is a portfolio? A portfolio is a collection of evidence that represents achievement and learning within a module/course or programme of study. 2. What is portfolio-based learning? Portfolios require both the gathering and presentation of evidence and an element …
Stopping to think: reflections on the use of portfolios
e-portfolio – see Getting started with e-portfolios: GGSL case study for details. In many professions the use of portfolios is now commonplace as a route to qualification, revalidation or continuing practice. The benefits of portfolios for professional development incl…
How can I introduce reflective practice into my teaching?
This section offers an overview and discussion of three approaches that support the facilitation of reflective practice; self and peer assessment, problem-based learning and personal development planning. It is designed to help you decide which approach will best meet your…
How can I introduce reflective practice into my teaching?
This section offers an overview and discussion of three approaches that support the facilitation of reflective practice; self and peer assessment, problem-based learning and personal development planning. It is designed to help you decide which approach will best meet your needs…
Developing an e-learning strategy for a modern law school
office, personal development planning using e-portfolios (Mahara), repackaging content using Wimba Create and producing distance learning materials using Captivate. Delegates will then be invited to answer the question: “Do we need a strategy to take this forward and, if so,…
Portfolio-based learning and assessment in law
This section provides brief descriptions of two modules developed at the University of Westminster using portfolio-based learning and assessment. Legal Skills and Process 1 (LSP1) This is an LLB level 1 (year 1) first semester module designed to develop students basic re…
Resources
Ashworth J, Bannister P and Thorne P (1997) ‘Guilty in whose eyes? University students’ perceptions of cheating and plagiarism in academic work’ Studies in Higher Education 20(2) 187 Baume D (2001) Briefing on the assessment of portfolios (LTSN Generic Cen…
Law in Action: integrating social justice issues into the curriculum using clinical legal education
Rosie Harding and Andrew Francis (Keele University) presented a reflective account of student and staff experiences on the first year of a new clinical legal education module at Keele School of Law. Rosie and Andrew’s slides are embedded below. Note: the research th…
Assessment in legal education
student self assessment Portfolios and e-portfolios Portfolio-based learning and assessment – FAQs and case studies Stopping to think: reflections on the use of portfolios – case study Getting started with e-portfolios – advice and case studies …
Archived Events (2)
Developing reflection and autonomy in law
This seminar, building on the work of UKCLE's "personal development planning working group":/resources/personal-development-planning/ukcle-personal-development-planning-working-group/, explored how reflective and critical skills are currently being developed and assessed in UK la...…
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