Academic Development and Practice Unit
PDP references & links
PDP references & links
Centre for Recording Achievement,
The Centre for Recording Achievement is a national network organisation which seeks to ‘promote the awareness of recording achievement and action planning processes as an important element in improving learning and progression throughout the world of education, training and employment’. It has many resources, projects, publications and discussion groups focusing on PDP. The University of Worcester is an institutional member of the CRA so you can access the full members resources by entering your institutional email address.
The Higher Education Academy has a large collection of resources to support PDP and offers a collection of subject specific case studies and examples available from this page.
This site draws together the policy development on PDP and links to other relevant discussions including that around the Higher Education Achievement Record.
QAA Scotland have established a PDP forum, working with the CRA and HE Academy. It has produced a helpful PDP toolkit to help staff reflect on their strategies for supporting PDP.
JISC,
JISC supports technology enhanced learning in HE and this collection of information, materials, projects and guidance relate to the use of e-portfolio systems, such as PebblePad, to support PDP practices.
Assiter, A. and Shaw, E. (eds) Using Records of Achievement in Higher Education (Kogan Page, 1993)
Bandura, A. (1997) Self-efficacy: the exercise of control, WH Freeman
Baume, D. (2001) ‘A briefing on assessment of portfolios’ LTSN Generic Assessment Series
Bereiter, C. & Scardamalia, M. (1989) ‘Intentional learning as a goal of instruction’ in Resnick, L. Knowing, learning, and instruction: Essays in honour of Robert Glaser, LEA Books
Boud, D. (1985) Reflection: turning experience into learning New York
Broadfoot, P. (1986) Profiling and Records of Achievement. A review of current practice, Holt Education
Broadfoot, P. ‘Personal development through profiling: a critique’ Western European Education 22 (1) pp.48-66
Broadfoot, P. (2006) ‘Empowering the learner: theories, tools and techniques’ Keynote address to Researching and evaluating PDP and e-Portfolios International Seminar, Oxford, 9-11 October 2006
Bullock, K. & Jamieson, I. ‘The effectiveness of Personal Development Planning’ The Curriculum Journal 9 (1) pp.63-77 (1998)
Burgess, R. (2004) Measuring and recording student achievement: Report of the Scoping Group Available at: http://bookshop.universitiesuk.ac.uk/downloads/measuringachievement.pdf
Clegg, S. (2004) ‘Critical readings: progress files and the production of the autonomous learner’ Teaching in Higher Education 9 (3) pp.287-298
Clegg, S. & Bradley, S. (2006) Models of Personal Development: Practices and Processes, British Educational Research Journal 32,1 pp. 57-76.
CNAA, (1992) Profiling in Higher Education CNAA,
Cottrell, S. (2003) Skills for Success: The personal development planning handbook, Palgrave
Gosling, D. (2003) Personal Development Planning, SEDA Paper 115,
Gough DA, Kiwan D, Sutcliffe S, Simpson D and Houghton N (2003)A systematic map and synthesis review of the effectiveness of personal development planning for improving student learning, London EPPI-Centre, Social Science Research Unit at http://eppi.ioe.ac.uk/EPPIWeb/home.aspx?page=reel/review_groups/EPPI/LTSN/LTSN_intro.htm
Halsall, R. ‘Records of achievement in England and Wales: from rhetoric to reality’ Journal of Education and Work 10 (3) pp237-255
HEQC, (1997) Graduate Standards programme: final report, HEQC
Hitchcock, G. (1990) Progress Files and Profiling Longman
Jackson, N. & Ward, R. (2004) ‘A fresh perspective on progress files – a way of representing complex learning and achievement in higher education’ Assessment and Evaluation in Higher Education 29 (4) pp. 423-449
Jenkins, A. & Walker, L. (1994) Developing student capability through modular courses, Kogan Page
Karpel, M. Jackson, S. et al (1999) ‘Student self-profiling’ New Academic 8 (1) Spring
Kolb, D. (1984) Experiential Learning, Prentice Hall
Law, B. (1984) Uses and Abuses of Profiling, Harper and Row
Moon, J. (1999) Reflection in Learning and Professional Development, Kogan Page
National Record of Achievement Review, (1996) Report of the Steering Group, DfEE,
Peters, J. NTF PDP project, http://www.worc.ac.uk/LTMain/NQFProject/Website/index.htm
Peters, J. (2006) ‘Researching student attitudes to PDP, PDP-UK Newsletter 7 at: http://www.recordingachievement.org
QAA, UUK, SCoP & CoSHEP, (2001) Guidelines for HE Progress File http://www.qaa.ac.uk/crntwork/progfileHE/guidelines/progfile2001.htm
Rogers, C. (1983) Freedom to learn, Merrill
Rouncefield, M & Ward, R. (1998) ‘Recording achievement and action planning: a basis for progression in Higher Education?’ British Journal of Guidance and Counselling 26 (1)
Schon, D. (1987) Educating the reflective practitioner, Josey Bass
Stefani, L., Mason, R. and Pegler, C. (2007) The Educational Potential of e-Portfolios Supporting Personal Development and Reflective Learning. Routledge
Vygotsky, L. (1978) Mind in Society, The development of higher psychological processes, Cole, M. et al. Eds, CUP
Watts, A. (1992) ‘Individual action planning: issues and strategies’ British Journal of Education and Work 5, pp.47-63,
Zimmerman, B. (2001) ‘Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis’ in Zimmerman, B. & Schunk, D. Self-regulated learning and academic achievement: theoretical perspectives, LEA Books