Browsing by Author "Hakonen, Minna"

This study surveys craft science students’ experiences of portfolio assessment at Faculty of Educational Sciences in University of Helsinki. In this study I observe the possibilities of portfolio assessment in craft studies and try to portray the subject diversely as a phenomenon. Portfolio assessment is a way to develop metacognitive skills: one’s ability to control and guide their own thinking and learning process. Portfolio as a tool of documenting and evaluating learning has been studied a lot, for its possibilities in reforming evaluation. The subject being evaluated is not just the portfolio, but the whole learning process behind it. The approach of this study is qualitative. It is a case study, in which the data was collected through interviewing a group of five craft science students about their experiences of portfolio assessment. Previous research of student portfolios and literacy about documentation and assessment of learning in the context of craft science, worked as a theoretical framework for the study. The study data was analysed trough content analysis, in aim to link the results to the theme of the research comprehensively. Students’ answers show, that portfolio assessment is seen effective especially in broad courses, that combine elements of different subjects. In these courses, portfolio helps students gather coursework from variety of subjects, into a coherent representation. Students answers also point out what matters should be considered, in order to improve portfolio assessment in the future. Students feel that portfolio assessment lacks efficiency and that the course instructions should be clarified. Students also hoped for more verbal feedback during and at the end of the portfolio process, in order to improve their own professional skills.