Assessing Learning Success And Competence. Didactic Potentials Of Portfolios In Teaching/Learning Contexts

Abstract

With the discussion about the consideration of competences in school and higher education, new tasks arise for teachers. It is no longer just about naming teaching content, but also about what learners should be able to do as a result of the learning process. This article aims to give an overview of current usage variants and the associated potentials and to present an analysis grid with which scenarios can be described and compared.