A DIGITAL PORTFOLIO-BASED ASSESSMENT FRAMEWORK FOR DEVELOPING REFLECTIVE PEDAGOGICAL COMPETENCE IN HIGHER EDUCATION
DOI:
https://doi.org/10.17605/Keywords:
Digital Portfolio-Based Assessment (DPBA), reflective pedagogical competence, higher education, formative assessment, microteaching, assessment literacy, teacher training, reflective learning.Abstract
The rapid transformation of higher education requires teachers and students to develop not only subject knowledge but also reflective pedagogical competence, assessment literacy and the ability to document learning outcomes systematically. Traditional assessment practices often focus on final results and do not fully reveal how learners plan, perform, reflect, revise and improve their pedagogical decisions. This paper proposes a pedagogical framework called Digital Portfolio-Based Assessment (DPBA), designed to support the development of reflective pedagogical competence in higher education. The framework integrates evidence-based learning, microteaching, peer review, formative feedback and digital documentation into a unified assessment cycle. It positions the digital portfolio as a structured learning environment where students collect lesson plans, teaching materials, classroom observation notes, self-reflections, peer comments and revised pedagogical products. The proposed model aims to make assessment more transparent, developmental and practice-oriented, while encouraging students to become active participants in their own professional growth.
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