Targets and evidence in teacher education: solely for assessment and accountability or do they serve a genuine educational purpose?

Portfolios and evidence files, such as those recording mentor meetings, are seen as representing a learning journey, and often require evidence of devising and responding to targets to demonstrate improvements in performance. However, because they also have a place in high-stakes assessment processes, they can often become mechanistic. This paper will consider the extent to which targets and evidence serve an educational purpose, as opposed to assuming an assessment and accountability role, especially in the context of school-based mentoring.