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

Abstract

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.

Students' perceptions of assessment in undergraduate mathematics

“…In a systematic review of the literature, Harlen and Crick (2003) highlight the complex ways in which students' views of upcoming assessments influence their motivations, and Baeten, Dochy and Struyven (2008) give an example of assessments which might be intended to encourage a deep approach to learning but actually gave rise to higher levels of surface approaches. Segers, Dochy, and Cascallar (2003) note that the 'pre-assessment effect', which influences how student learning is affected by an assessment task, must be mediated by how students perceive that task, its fairness, validity and the values it embodies.…”

Multidimensional Investigation of Deep and Surface Processing

“…Lastly, the predictors and outcomes specified in the models of deep and surface processing varied widely in these studies. For instance, in terms of learning outcomes, differences range from simple recall of a face recognition task (e.g., Block, 2009) to more complex learning outcomes such as assessment portfolios (Baeten, Dochy, & Struyven, 2008).…”

The Use of a Daily Quiz ‘TOPday’ as Supportive Learning Method for Medical Students

“…Due to a growing body of knowledge, the rapid development of information and communication technology, lifelong learning has become essential for future physicians. As deep approaches to learning are a key element of lifelong learners, the learning environment should stimulate this type of learning (Baeten, Dochy, & Struyven, 2008). This means that students should be active participants in the process of learning and self-regulate their learning (Baeten et al, 2008).…”

“…As deep approaches to learning are a key element of lifelong learners, the learning environment should stimulate this type of learning (Baeten, Dochy, & Struyven, 2008). This means that students should be active participants in the process of learning and self-regulate their learning (Baeten et al, 2008). For this self-regulation, feedback on the performance is essential (van Dinther, Dochy, & Segers, 2011).…”