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

Diana Baas*, M. Vermeulen, Jos Castelijns, R.L. Martens, Mien Segers

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

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.
Original languageEnglish
Number of pages19
JournalAssessment in Education: Principles, Policy and Practice
Early online date22 Aug 2019
DOIs
Publication statusPublished - 23 Aug 2019

Fingerprint

learning
student
classroom
elementary school
school grade
questionnaire

Keywords

  • Assessment for learning
  • elementary education
  • motivation,
  • portfolio assessment,

Cite this

@article{a286ea19409345dea40b023d76330720,
title = "Portfolios as a tool for AfL and student motivation: are they related?",
abstract = "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.",
keywords = "Assessment for learning, elementary education, motivation,, portfolio assessment,",
author = "Diana Baas and M. Vermeulen and Jos Castelijns and R.L. Martens and Mien Segers",
year = "2019",
month = "8",
day = "23",
doi = "10.1080/0969594X.2019.1653824",
language = "English",
journal = "Assessment in Education: Principles, Policy and Practice",
issn = "0969-594X",
publisher = "Routledge",

}

Portfolios as a tool for AfL and student motivation : are they related? / Baas, Diana; Vermeulen, M.; Castelijns, Jos; Martens, R.L.; Segers, Mien.

In: Assessment in Education: Principles, Policy and Practice, 23.08.2019.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Portfolios as a tool for AfL and student motivation

T2 - are they related?

AU - Baas, Diana

AU - Vermeulen, M.

AU - Castelijns, Jos

AU - Martens, R.L.

AU - Segers, Mien

PY - 2019/8/23

Y1 - 2019/8/23

N2 - 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.

AB - 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.

KW - Assessment for learning

KW - elementary education

KW - motivation,

KW - portfolio assessment,

U2 - 10.1080/0969594X.2019.1653824

DO - 10.1080/0969594X.2019.1653824

M3 - Article

JO - Assessment in Education: Principles, Policy and Practice

JF - Assessment in Education: Principles, Policy and Practice

SN - 0969-594X

ER -