How to use polarity thinking TM to manage tensions between accountability and learner agency when using a multipurpose portfolio?
Portfolios are often implemented to target multiple purposes, e.g. assessment, accountability and/or self-regulated learning. However, in educational practice, it appears to be difficult to combine different purposes in one portfolio, as interdependencies between the purposes can cause tensions. Thi...
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| Veröffentlicht in: | Education for primary care Jg. 35; H. 3-4; S. 71 - 80 |
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| Format: | Journal Article |
| Sprache: | Englisch |
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03.07.2024
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| ISSN: | 1473-9879, 1475-990X |
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| Abstract | Portfolios are often implemented to target multiple purposes, e.g. assessment, accountability and/or self-regulated learning. However, in educational practice, it appears to be difficult to combine different purposes in one portfolio, as interdependencies between the purposes can cause tensions. This paper explored directions to manage tensions that are inextricably linked to multipurpose portfolio use. We used a systems thinking methodology, that was based on the polarity thinking
framework. This framework provides a step-by-step approach to chart a polarity map® that can help to balance the tensions present in specific settings. We followed the steps of the framework to chart a polarity map for multipurpose portfolio use. Based on literature and our prior research, we selected one overarching polarity: accountability and learner agency. This polarity seems responsible for multiple tensions related to multipurpose portfolio use. We formulated values (potential benefits) and fears (tensions that can arise) of the two poles of this polarity. Then, we organised a session with stakeholders who work with the portfolio of the Dutch General Practice speciality programme. Together we formulated action steps and early warnings that can help to balance accountability and learner agency during multipurpose portfolio use. In addition to previous recommendations concerning portfolio use, we advocate that it is important to create a shared frame of reference between all involved with the multipurpose portfolio. During this process, the acknowledgement and discussion of tensions related to multipurpose portfolio use are vital. |
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| AbstractList | Portfolios are often implemented to target multiple purposes, e.g. assessment, accountability and/or self-regulated learning. However, in educational practice, it appears to be difficult to combine different purposes in one portfolio, as interdependencies between the purposes can cause tensions. This paper explored directions to manage tensions that are inextricably linked to multipurpose portfolio use. We used a systems thinking methodology, that was based on the polarity thinking
framework. This framework provides a step-by-step approach to chart a polarity map® that can help to balance the tensions present in specific settings. We followed the steps of the framework to chart a polarity map for multipurpose portfolio use. Based on literature and our prior research, we selected one overarching polarity: accountability and learner agency. This polarity seems responsible for multiple tensions related to multipurpose portfolio use. We formulated values (potential benefits) and fears (tensions that can arise) of the two poles of this polarity. Then, we organised a session with stakeholders who work with the portfolio of the Dutch General Practice speciality programme. Together we formulated action steps and early warnings that can help to balance accountability and learner agency during multipurpose portfolio use. In addition to previous recommendations concerning portfolio use, we advocate that it is important to create a shared frame of reference between all involved with the multipurpose portfolio. During this process, the acknowledgement and discussion of tensions related to multipurpose portfolio use are vital. |
| Author | van der Gulden, R. Heeneman, S. Thoonen, B.P.A. Sagasser, M.H. Muris, J.W.M. Timmerman, A.A. Scherpbier-de Haan, N.D. |
| Author_xml | – sequence: 1 givenname: R. orcidid: 0000-0003-0815-7793 surname: van der Gulden fullname: van der Gulden, R. organization: Department of Primary and Community Care, Radboud University Medical Center, Nijmegen, the Netherlands – sequence: 2 givenname: B.P.A. orcidid: 0000-0001-9991-3851 surname: Thoonen fullname: Thoonen, B.P.A. organization: Department of Primary and Community Care, Radboud University Medical Center, Nijmegen, the Netherlands – sequence: 3 givenname: S. orcidid: 0000-0002-6103-8075 surname: Heeneman fullname: Heeneman, S. organization: Department of Pathology, Maastricht University, Maastricht, the Netherlands – sequence: 4 givenname: J.W.M. orcidid: 0000-0002-8780-476X surname: Muris fullname: Muris, J.W.M. organization: Department of Family Medicine, Maastricht University, Maastricht, the Netherlands – sequence: 5 givenname: M.H. surname: Sagasser fullname: Sagasser, M.H. organization: Network of GP Specialty Training Institutes, Utrecht, the Netherlands – sequence: 6 givenname: A.A. orcidid: 0000-0002-8114-8802 surname: Timmerman fullname: Timmerman, A.A. organization: Department of Family Medicine, Maastricht University, Maastricht, the Netherlands – sequence: 7 givenname: N.D. orcidid: 0000-0002-4818-3382 surname: Scherpbier-de Haan fullname: Scherpbier-de Haan, N.D. organization: Department of General Practice and Elderly Care Medicine, University Medical Centre Groningen, Groningen, the Netherlands |
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| Title | How to use polarity thinking TM to manage tensions between accountability and learner agency when using a multipurpose portfolio? |
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