This paper explores how faculty members view the portfolio process as an equitable way of
evaluating performance and as a developmental tool. The aims are to review the transition from
a developmental to evaluative tool and to investigate the perception of the “fairness” of the
revised process. A mixed methodology is deployed and findings show that faculty perceive the
process and developmental aspects of the portfolio process to be equitable, but are less positive
about the evaluation component.
Nom de la manifestation
Ethics, Care, and Quality in Educational Development: International Consortium for Educational Development Conference 2016