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to better our understanding

Near the end of the chapter, the authors hold that one result of research into portfolio assessment is to better our understanding of teaching and learning. Again, I don't think this is the goal of some of the stakeholders. Potential conflicts here need to be explored and documented. For instance, how do university imposed exams, such as the timed impromptu, affect portfolio assessment in remediation classes? Can these two methods of assessment ever work together, or does the one that carries more weight invalidate the other?