Learning Outcome and Competencies: Didactical Potential of the Portfolio Method in Higher Education

An important aspect of the Bologna process can be seen in the demand to focus study and teaching on competencies instead of knowledge transfer. In contrast to the predominantly completed organizational rearranging of the study programs, this aspect could not be implemented consistently in the universities, as difficulties seem to arise especially in the assessment of competencies. In our point of view, for dealing with competencies, particularly the portfolio method is interesting. With the help of a portfolio, learners receive a tool with which they can document their learning process. However, the portfolio method has a direct influence on the learning situation in which the reflections with the learning process but also the mutual feedback plays an important role. In our contribution we want to demonstrate actual variants of use.

19.10.2009 | Jörg Stratmann, Annabell Preußler & Michael Kerres (Duisburg)