Abstract

Teacher training programmes at the University of Sunderland use PebblePad as a collaborative assessment tool for trainees based in the UK and studying by distance learning in over 50 countries. Student portfolios have evolved to combine assessments and reflections from not only trainee teachers but also their school-based mentors, university tutors and external partners. Assessments are personalised and authentic to ensure they are meaningful for the different contexts of our domestic and international trainee teachers. The portfolio is used to facilitate and record dialogic assessments that focus on the professional practice of the individual in a collaboration conversation with the school-based mentor and university member of staff.