Portfolios as a tool for AfL and student motivation
| Autor: | Mien Segers, Diana Baas, Rob Martens, Marjan Vermeulen, Jos Castelijns |
|---|---|
| Přispěvatelé: | RS-Theme Innovation & Teacher Professionalisation, RS-Theme Computer-Supported Collaborative Learning, Department T2, RS-Research Line Teaching and Teacher Professionalisation (T2) (part of WO program), Educational Research and Development, RS: GSBE Theme Creativity, Innovation & Entrepreneurship, RS: GSBE Theme Data-Driven Decision-Making |
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
INTRINSIC MOTIVATION
elementary education PERCEPTIONS media_common.quotation_subject CLASSROOM ASSESSMENT Primary education SELF-DETERMINATION Personal autonomy Education Power (social and political) Formative assessment ACHIEVEMENT 0504 sociology motivation Perception Mathematics education CONNECTIONS portfolio assessment media_common Self-management 05 social sciences 050401 social sciences methods 050301 education Assessment for learning FORMATIVE ASSESSMENT GOAL ORIENTATIONS Self-determination ASSESSMENTS Psychology 0503 education |
| Zdroj: | Assessment in Education: Principles, Policy and Practice, 27(4), 444-462. Routledge Baas, D, Vermeulen, M, Castelijns, J, Martens, R L & Segers, M 2019, ' Portfolios as a tool for AfL and student motivation : are they related? ', Assessment in Education: Principles, Policy and Practice, vol. 27, no. 4, pp. 444-462 . https://doi.org/10.1080/0969594X.2019.1653824 Assessment in Education: Principles, Policy and Practice, 27(4), 444-462. Routledge/Taylor & Francis Group |
| ISSN: | 0969-594X |
| DOI: | 10.1080/0969594x.2019.1653824 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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