Tutor perceptions of the use of a reflective portfolio within a pastoral tutor system to facilitate undergraduate personal development planning.
All Higher Education Institutions in the UK are now required to provide transcripts of student activity and outcomes of summative assessments. In addition, the student should be able to reflect on their learning and plan their own development. This article reports on the staff evaluation of the use of a reflective portfolio facilitating the production of highly individualised personal development plans within an existing tutor system. A number of significant issues are highlighted; tutor systems adopting this approach must maintain flexibility for managing student crises when they arise, the difference between appraisal and assessment needs clear definition for both students and tutors, training in basic mentoring skills should be provided for all tutors, tutors should be aware of the difficulties many students experience with reflection and also be alert to the over reflective learner.
Ellis
J S
JS
School of Dental Sciences, Newcastle University, Newcastle upon Tyne, UK. j.s.ellis@ncl.ac.uk
Hobson
R S
RS
Waterhouse
P J
PJ
Meechan
J G
JG
Hogg
S D
SD
Whitworth
J M
JM
Thomason
J M
JM
D004282:Documentation / Q000379:methods*; D004497:Education, Dental / Q000379:methods*; D005260:Female; D006803:Human Development; D006801:Humans; D008297:Male; D008611:Mentors / Q000523:psychology*; D010934:Planning Techniques; D012655:Self-Evaluation Programs / Q000379:methods*; D013335:Students, Dental / Q000523:psychology*; D013664:Teaching Materials