This paper delves into the effectiveness of degree programmes in fostering genuine student achievement in teacher education, particularly the potential of alternative evidence-based assessment methods to traditional assessment methods commonly used in higher education. It highlights the difficulties posed by learning activities that are set for the ideal classroom, which often leads to decreased engagement and limited practical readiness for real-life scenarios. The paper also draws attention to the issue of teaching primarily for passing exams in large classes and prioritising evaluating learning over nurturing it. The use of only PowerPoint presentations and rigid answers impedes students' ability to think critically and reflect on their knowledge and experiences. Furthermore, the pressure to achieve high grades, rather than focusing on learning, further hinders student participation in classroom activities. Traditional assessments typically focused on tests and exams with predefined answers fail to fully evaluate students' understanding and application of content beyond simply rephrasing information from textbooks. For teacher education lecturers, this paper addresses the gap between theoretical knowledge and actual teaching challenges. It suggests using portfolios as assessment tools, allowing for the systematic collection of evidence of learning over time, including reflective writing and demonstration of learning outcomes. Drawing on research-based definitions of portfolio assessment, the paper explains how portfolios promote reflective thinking and learning skills, ultimately improving the attitudes and performance of teacher candidates. Practical strategies for portfolio development, such as selecting appropriate classroom materials, creating teaching resources, engaging in reflection through arts-based methods, and conducting oral interviews, will be discussed. The paper emphasises the importance of integrating theory and practice, urging teachers to consider the impact of their actions in supporting learning outcomes. It offers valuable insights into how assessment based on portfolios can bridge the divide between theoretical knowledge and practical application, better-equipping students for success beyond the classroom.

Keywords: Portfolio assessment, contextualised learning, alternative assessment, teacher education.