Students' Beliefs on Portfolio Assessment

Abstract

The development of the European Space for Higher Education (ESHE) not only encourages students' active involvement in their learning process, but also promotes formative assessment. Therefore, the aim of this research is to analyse students´ beliefs on portfolio assessment in the subject SpanishEnglish/English-Spanish Translation of the degree in English Studies at a university in Spain. A questionnaire was administered at the end of the semester to check learners' views on the implementation of an evaluation system based on portfolios. The results indicate that most of the students involved in the study recognise that using portfolios as assessment tools foster their learning since these learning tools favour reflection on one's own learning as well as revision for the final exam. Contrariwise, learners think that portfolio assembling is time consuming and implies hard work. However, they also feel it is rewarding since they get a better grade at the end of the semester.

How Is the Perception of Teachers in Indonesia about Portfolio Assessment for Elementary School?

“…In the context of portfolio assessment, teachers must understand the definition, development process, topic selection, and weaknesses and strengths of the portfolio [4]. Empirical evidence shows that elementary school teachers have a very shallow understanding of portfolio assessment [5]. This low level of teacher insight is a major factor in the development of portfolio assessment in Indonesia, especially at the elementary school level.…”