Murphy, HilaryHilaryMurphyPlews, RachelRachelPlews2018-07-192018-07-192016-11http://hdl.handle.net/20.500.12162/1486This 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.enType de référence::Communications::Conférence scientifique