Assessment based on portfolio
Summary
This page outlines the Fontys ICT portfolio policy.
3.1 Why a Portfolio?
At Fontys ICT, assessment is seen as a way to stimulate learning. Students build their portfolio throughout the semester, which contains validated learning and professional products, reflections, and received feedback aimed at demonstrating the intended learning outcomes (or performance indicators derived from the HBO-i domain description). The portfolio provides a complete picture of a student’s development and performance
We combine two functions in the portfolio (Beckers et al., 2019):
- Development : the student demonstrates their learning process and growth.
- Assessment : the student shows that they have achieved the learning outcomes of the semester.
3.2 How Is the Portfolio constructed?
The student owns the portfolio and develops it over the course of the semester (Drok, Kneyber & Devid, 2024). Students validate their work by actively requesting feedback from peers, teachers, and/or (external) clients. Feedback on the learning and professional products plays a key role in underpinning the student’s development. This approach enables integrated assessment: we evaluate not only what a student has delivered, but also how they got there.
In accordance with the Fontys guidelines on evidencel the portfolio material must meet the VRAAQT criteria:
Table 1
The VRAAQT-criteria for evidence in the portfolio.
| Criteria | Explanation |
|---|---|
| Variety | The portfolio contains a variety of learning and professional products from different contexts. The more varied the contexts and sources of feedback, the more convincing the evidence. |
| Relevance | The extent to which the products cover the most important elements of one (or more) learning outcome(s). |
| Authenticity | The products reflect the student’s personal experience and expertise. When AI is used, transparency is required: students must explain how AI was used and how it supported their learning. The evidence should clearly demonstrate ownership. |
| Actuality | The products are relatively recent. |
| Quality | The products demonstrate the required level of knowledge, skills and professional attitude in relation to the learning outcomes. |
| Traceable | The portfolio is readable, well-structured, traceable and accessible to all involved. |
Students can use Portflow , the digital student portfolio environment at Fontys. Portflow allows students to collect, exchange, and share feedback and evidence throughout their entire educational journey.
3.3 Portfolio Development Across the Programme
Portfolio guidance varies across different stages of the study programme. As students progress, their independence and the complexity of the work increase (Zimmerman, 2002). The table below outlines the support provided during each phase:
Table 2
Portfolio development per phase of the programme.
| Study phase | Assignment (products) | Approach and execution | Reflection | Feedback | Link to learning outcomes |
|---|---|---|---|---|---|
| Associate Degree, Bachelor: semester 1 en 2 | Provided by the programme | Format offered, support in structure | What do I do well, what can be improved? (single-loop) | Supply- and demand-driven | Teachers discusses the link |
| Associate Degree, Bachelor: semester 3 en 4 | Partly self-directed | Support in structure and components | Am I doing the right things? (double-loop) | Increasingly student-driven | Student is supported in making the link |
| Bachelor: semester 5 t/m 8 | Fully self-directed | describes approach, results and value | Why am I making these choices? (triple-loop) | Student-driven | Student makes the link themselves |
| Master: semester 9 en 10 | Self-directed in a broader context | Including triangulation, impact, and broader context | Why am I making these choices? Deepening of context (triple-loop) | Student-driven | Linked to learning outcomes and HBO-i KPIs |
Literature
Beckers, J., Dolmans, D. H. J. M., Knapen, M. M. H., & van Merriënboer, J. J. G. (2019). Walking the tightrope with an e-portfolio: imbalance between support and autonomy hampers self-directed learning. Journal of Vocational Education and Training, 71(2), 260-288. https://doi.org/10.1080/13636820.2018.1481448
Drok, H., Kneyber, R., & Devid, V. (2022). ReguLEER! Telos. Op 5 juni 2025 geraadpleegd van https://toetsrevolutie.nl/wp-content/uploads/2024/04/ReguLEERapril2024.pdf
Zimmerman, B. J. & College of Education. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41.