114 | Chapter 5 Findings The polarity map® that was developed is presented in figure 2. The (reflections on) choices made during the development of this polarity map® are explained below. We have included quotes and one email response of the participants of the stakeholder session, to provide insight in the discussion that took place during the third step. Step 1: Seeing The different polarities of multipurpose portfolio use that were proposed are presented in box 1. Through discussion of this list, we recognised that the last four polarities could be seen as examples/consequences of the first polarity, which focuses on accountability and learner agency. We defined accountability as ‘the responsibility of educators to the public’ and agency as ‘one’s capacity to act purposefully and autonomously’.25(p1) When striving for accountability (polarity 1) chances are that the portfolio will be used to manage/handle (polarity 3) portfolio content of learners in order to assess (polarity 4) in a structured (polarity 5) and data-driven (polarity 6) way. In contrast, striving for learner agency (polarity 1) will probably relate to coaching (polarity 3), reflection (polarity 4), personalisation (polarity 5) and intuitive knowing (polarity 6). The second polarity that focused on time constraints of portfolio use in a workplace setting was considered unrelated. However, given the interrelatedness of the other polarities, we expected that a focus on the first polarity could also inform us about the four polarities that can result from this overarching polarity. We therefore decided that a polarity map® of accountability and learner agency would be most informative.
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