Portfolios as Sites of Learning: Reconceptualizing the Connections to Motivation and Engagement

Clark, Caroline T.; Chow-Hoy, Todd K.; Herter, Roberta J.; Moss, Pamela

doi:10.1080/10862960109548110

Cited by 11 publications

(10 citation statements)

References 26 publications

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“…Their evaluation of this aspect is moderate as compared to other studies (Clark, Chow-Hoy, Herter, & Moss, 2001;Del Valle Escudero, Carreto, & García, 2011;. One possible explanation of this finding is that the students in this study perceive this system as increasing their workload relative to other courses.…”

Section: Discussioncontrasting

confidence: 58%

Impact of Electronic Portfolios on Prospective Teachers’ Participation, Motivation, and Autonomous Learning

2016

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This study explores the impact of electronic portfolios on undergraduate learning in higher education. Based on a descriptive study, it analyses the prospective teacher's perception of use of these tools (electronic portfolio in Moodle-Mahara, in the institutional environment of a university in southern Europe), examining the variables participation, autonomous learning, and motivation. The results show no increase in motivation, but they do show an increase in autonomy, especially a progressive increase in the student's online participation in a blended learning context. The results show a positive correlation between the variables participation and university student's performance. Research into the uses and impact of electronic portfolios on undergraduates has implications for improving educational practice by fostering increased participation and autonomous learning.

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Section: Discussioncontrasting

confidence: 58%

Impact of Electronic Portfolios on Prospective Teachers’ Participation, Motivation, and Autonomous Learning

2016

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“…Many scholars emphasized that portfolios have the potential to enhance motivation (e.g., Clark et al, 2001;Danielson & Abrutyn, 1997;Hebert, 2001). Portfolios are to promote motivation through empowering learners to take responsibility for their own learning (Hebert, 2001).…”

Section: The Relation Between Portfolio Use and Motivationmentioning

confidence: 99%

“…It involves evaluating work, internalizing criteria for good work and setting learning goals accordingly. These processes operate as motivating factors to take the next step in learning (Clark et al, 2001).…”

Section: The Relation Between Portfolio Use and Motivationmentioning

confidence: 99%

“…In this respect, the effect of the tool has been emphasized without giving much consideration to the processes underlying the use of the tool. However, it is the process of constructing a portfolio that contributes to creating knowledge about learning (Tillema, 1998) and it is the process approach that is a critical success factor for the beneficial impact on students' motivation (Clark et al, 2001). In particular, the portfolio process supports AfL characteristics; monitoring growth and providing scaffolds that help students to take the next step in their learning.…”

Section: Hypothesis 3bmentioning

confidence: 99%

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Portfolios as a tool for AfL and student motivation: are they related?

Baas

Vermeulen

Castelijns

et al. 2019

Assessment in Education: Principles, Policy & Practice

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is a researcher at De Kempel Institute for Teacher Education. Her research focuses on the use of portfolio assessment as a tool to enhance elementary school students' motivation and self-regulation. Marjan Vermeulen is professor at the Welten Institute of the Open University The Netherlands. Her research interests lie in the professional development of teachers and innovative teacher behavior. Jos Castelijns is a senior researcher at De Kempel Institute for Teacher Education. His research concerns teacher education, curriculum development, assessment and motivation. Rob Martens is professor at the Welten Institute of the Open University The Netherlands. His research interest include multimedia learning and the influence of multimedia learning on students' motivation.

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“…This philosophy can be clearly depicted in his book, Democracy and Education. Clark et al (2001) argued that in order to overcome the aforementioned challenges, educators need to reconsider the connection between portfolio as a learning tool and students' level of motivation and engagement. They asserted in the implications section of their study that:…”

Section: Investigating the Challenges Of Using Portfolios In Esl/efl mentioning

confidence: 99%

New Perspective on Portfolios in EFL Classrooms: Portfolio as an Autobiographical Text

Hosni¹

2017

SELT

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This paper aims to define the term "portfolio" and its application in classrooms. Through reflecting on my personal experience with using the portfolio project with EFL students and exploring the related literature, some major challenges will be addressed. The main focus of this paper is to introduce the autobiographical approach in curriculum as an attempt to find new pathways to deal with these challenges. KeywordsPortfolio, challenges, EFL, currere Literature ReviewThe concept of portfolio is adopted from the field of fine arts in which portfolios are used to represent the artists' own work. It is a reflection of the depth and breadth of the artist's work and his artistic capacities in general (Moya & O'Malley, 1994). Similarly, educators have used portfolios as a tool to measure the academic capacities of learners in a particular field and over a particular period of time. In the field of English Language Teaching (ELT), educators have realized the importance of implementing the portfolio approach as a learning tool and an alternative assessment to measure the linguistic abilities of (English as a second/foreign language) learners (Tannenbaum, 1997). It has proved its superiority over the traditional methods of assessment because it "employs strategies that ask students to show what they can do" compared with the traditional testing in which "students are evaluated on what they integrate and produce rather than on what they are able to recall and reproduce" (Tannenbaum, 1997).Hung (2009) also asserted that "portfolios provide an opportunity for learners to monitor their own progress and take responsibility for meeting goals" (p. 131). Yet, implementing the portfolio approach in ESL/EFL classrooms entails many potential problems. Investigating these challenges can help to find ways to eliminate them.In this paper, portfolio will be repeatedly defined as a tool of learning and assessment in the classroom www.scholink.org/ojs/index.php/selt Studies in English Language Teaching Vol. 5, No. 4, 2017 772Published by SCHOLINK INC.setting. Portfolio is "a compilation of students' work, which demonstrates how much effort they have put into their work, their progress and achievement in their learning, and their reflection on the materials chosen for the portfolio" (lau, n.d.). It is also defined as "a systematic and purposeful collection of learner's work that demonstrates achievement of learning outcomes over time (ESL Literacy Network, 2011). This tool was introduced in education in 1980 and, since then, it has gained a considerable attention as a learning and assessment tool (Aydin, 2010). It is obvious from the two definitions that using portfolios in ESL/EFL classrooms has some merits over the traditional methods of assessment. Lau (n.d.) asserted that:Portfolio assessment… can evaluate students holistically based on the content of the portfolio on which the teachers and students agree. Moreover, it focuses greatly on individual differences. As language cannot be acquired overnight, the portfolio can...

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Portfolios as Sites of Learning: Reconceptualizing the Connections to Motivation and Engagement

Cited by 11 publications

References 26 publications

Impact of Electronic Portfolios on Prospective Teachers’ Participation, Motivation, and Autonomous Learning

Impact of Electronic Portfolios on Prospective Teachers’ Participation, Motivation, and Autonomous Learning

Portfolios as a tool for AfL and student motivation: are they related?

New Perspective on Portfolios in EFL Classrooms: Portfolio as an Autobiographical Text

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