Assessment for Learning: Reconsidering Portfolios and Research Evidence

Davies, Anne; LeMahieu, Paul G.

doi:10.1007/0-306-48125-1_7

Cited by 54 publications

(27 citation statements)

References 44 publications

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“…Moreover, students liked working on the portfolio and experienced it as a tool for learning (Slater 1996;Sweidel 1996). Davies and LeMahieu (2003) added that the use of portfolio assessment enhanced students' motivation and responsibility. Some disadvantages were mentioned, as well, namely that working on portfolio assessment was difficult (Sweidel 1996) and time-consuming (Boes and Wante 2001;Slater 1996).…”

Section: Conclusion and Discussionmentioning

confidence: 98%

Students’ approaches to learning and assessment preferences in a portfolio-based learning environment

2008

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This study focused on the relationships between experiences with portfolio assessment, students' approaches to learning and their assessment preferences by means of a pre-and post-test design in an authentic class setting. The participants were 138 first-year professional bachelor's degree students in office management. They were assessed by means of portfolio assessment in a course that combined constructivist design principles and lectures. Approaches to learning and assessment preferences were measured by means of the Revised Two-Factor Study Process Questionnaire and the Assessment Preferences Inventory. Results showed that students' preferences for student participation in examination and for permanent evaluation decreased significantly. Moreover, deep approaches were not enhanced. On the contrary, surface learning increased significantly. Notwithstanding, the surface approach proved to be a significant negative predictor of the portfolio assessment score.

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Section: Conclusion and Discussionmentioning

confidence: 98%

Students’ approaches to learning and assessment preferences in a portfolio-based learning environment

2008

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“…The portfolio document contained a selection of activating assignments tackled during classes, elaborated with students' reflections on their own experiences and learning (Davies & LeMahieu, 2003;Janssens, Boes, & Wante, 2001). For example, remarkable experiences during teaching practice or from their own childhood had to be applied to the content studied in the selected assignment.…”

Section: Portfolio Assessmentmentioning

confidence: 99%

On the dynamics of students' approaches to learning: The effects of the teaching/learning environment

Struyven

Dochy

Janssens

et al. 2006

Learning and Instruction

217

141

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“…The portfolio document contained a selection of activating assignments tackled during class, elaborated by students' reflections on their own experiences and learning (Davies & LeMahieu, 2003). The evaluation of the portfolio served both formative (during the sessions by means of intermediate feedback sessions) and summative purposes (during the final portfolio conversation) (Black & William, 1998).…”

Section: Portfolio Assessmentmentioning

confidence: 99%

Explaining students' appraisal of lectures and student-activating teaching: perceived context and student characteristics

Struyven

Dochy

Janssens

2012

Interactive Learning Environments

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During lectures, some students are continuously focused and attentive, whereas others tend to be bored, jittery, or inattentive. The same might happen when students are given student-activating assignments. Some students simply love one type of instruction, whereas others tend to resent it. Moreover, it is not the context itself, but the context as it is perceived by the student that affects learning. This study sets out to discover how students view instruction, based on their experiences with a particular setting, and aims to investigate the effects of ''context-by-student'' characteristics, such as students' course experiences, and the effects of ''student-by-context'' features, such as approaches to learning. The research has a quasi-experimental design and compares a lecture-based setting with student-activating teaching methods (i.e. self-discovery learning by means of authentic tasks with the help of a scaffolding approach); followed by one of four assessment methods: a multiple-choice test, a case-based examination, a peer assessment or a portfolio assessment. Data (N ¼ 579) were collected by means of validated questionnaires, comprising the ASSIST and LSQ instruments and the course experience questionnaire. Results demonstrate that students' appraisal of the assessment method, their course experiences and the teaching methods that are dominant in the setting contribute positively to students' appraisal of instruction. Interestingly, this conclusion applies to both the lecture-based and the student-activating groups and to both conventional assessment methods and new modes of assessment. Moreover, deep approaches to learning, monitoring studying and/or organized studying, as well as preferences for courses that support understanding, positively affect students' appraisal of student-activating teaching methods. In short, both student-by-context and context-by-student features prove to be strong predictors of students' appraisal of instruction and, as a consequence, student learning.

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Assessment for Learning: Reconsidering Portfolios and Research Evidence

Cited by 54 publications

References 44 publications

Students’ approaches to learning and assessment preferences in a portfolio-based learning environment

Students’ approaches to learning and assessment preferences in a portfolio-based learning environment

On the dynamics of students' approaches to learning: The effects of the teaching/learning environment

Explaining students' appraisal of lectures and student-activating teaching: perceived context and student characteristics

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