Exploring the transition from the portfolio as a developmental tool to a method of performance evaluation: Balancing evaluation and development

Abstract

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.