<p>The purpose of this essay is to illustrate how and why teachers in New Zealand use portfolios</p><p>as a part of their teaching. The purpose is also to investigate if, and in that case how, a socio</p><p>cultural perspective on learning can be shown through the work with portfolios. To</p><p>investigate this we have made a case study in New Zealand where we interviewed six</p><p>teachers. The result of the investigation shows that our teachers use portfolios in both a</p><p>summative and a formative way. In a summative way to gather what the children have done in</p><p>school, and in a formative way to help the students to assess what they have done, how they</p><p>have done it and what they are going to do next. The formative part of the portfolio is also</p><p>used to help the students with their metacognition or to think about their thinking. The</p><p>portfolio is also used as a tool for a better communication between the school and the</p><p>students’ parents. The investigation also shows that the principals on these schools play a big</p><p>part in the development of the work with portfolios. For us, this investigation has resulted in a</p><p>good understanding in how and why New Zealand teachers can work with portfolios.</p>
| Identifer | oai:union.ndltd.org:UPSALLA/oai:DiVA.org:oru-1035 |
| Date | January 2007 |
| Creators | Wahman, Erik, Svensson, Johan |
| Publisher | Örebro University, Department of Education, Örebro University, Department of Education |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, text |
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