Portfolios as a Tool for AfL and Student Motivation: Are They Related?

Autor/inn/en	Baas, Diana; Vermeulen, Marjan; Castelijns, Jos; Martens, Rob; Segers, Mien
Titel	Portfolios as a Tool for AfL and Student Motivation: Are They Related?
Quelle	In: Assessment in Education: Principles, Policy & Practice, 27 (2020) 4, S.444-462 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baas, Diana) ORCID (Vermeulen, Marjan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2019.1653824
Schlagwörter	Portfolio Assessment; Portfolios (Background Materials); Student Motivation; Student Attitudes; Elementary School Students; Preadolescents; Gender Differences; Correlation; Classroom Techniques; Formative Evaluation; Personal Autonomy; Self Management; Scaffolding (Teaching Technique); Instructional Effectiveness; Foreign Countries; Grade 4; Grade 5; Grade 6; Netherlands + Suchen Sie Ihr Suchwort? Portfoliobeurteilung; Schulische Motivation; Schülerverhalten; Pre-adolescence; Präadoleszenz; Geschlechterkonflikt; Korrelation; Klassenführung; Individuelle Autonomie; Selbstmanagement; Unterrichtserfolg; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Niederlande
Abstract	The power of portfolios in enhancing student motivation is frequently emphasised. Portfolios are conceptualised as a tool to implement Assessment for Learning (AfL) in classroom practice. However, the relation between portfolios and AfL on the one hand, and student motivation on the other hand, is complex and subject to many assumptions. This study investigates whether portfolio use actually supports the integration of AfL in classroom practice and the relation with students' motivation. Questionnaires were administered to a total of 419 grade 4 to 6 students from seven Dutch elementary schools. The results of structural equation modelling did not confirm a direct relation between portfolio use and students' motivational orientation. The findings indicate that the relation between portfolios and motivational orientation is fully mediated by students' perceptions of AfL. The findings indicate that the tool portfolio is not related to students' motivation, however, AfL practices do affect motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01