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Why? EvaluationWhile research and publication is generally documented with care, there has been relatively little attention to documenting teaching activities and performance systematically. With the revamping of the promotions and tenure exercise, evidence for teaching competence is sought from various sources. The teaching portfolio supplements/complements the student feedback and peer reviews to provide a more holistic and reliable basis for evaluation. DevelopmentThe use of the teaching portfolio for personal decisions is only one reason. Equally and perhaps more importantly is its role in encouraging reflection and improving teaching performance. While no extensive studies have as yet been done to show a direct correlation between the practice of preparing a teaching portfolio and improved learning outcomes, it has been argued, quite convincingly, that the process of sifting and collecting documents and materials that reflect one’s own teaching effectiveness would be accompanied by:
Hence, properly developed and used, the teaching portfolio should be a useful reflective, developmental and evaluative tool. Quality is no longer seen as a philosophical concept; it is now being defined and measured, largely by those who fund the system rather than by those within it... Those in the system who now cry at this pain, might well reflect that with the wisdom of hindsight, how sensible it would have been to demonstrate our ability to make hard-edged judgments at our own institutional level, rather than armchair statements about the impossibility of making such judgments.2 What? | Why? | How? | When? | Tips on Maintenance
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