Publication
Title
Students approaches to learning and assessment preferences in a portfolio-based learning environment
Author
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 bachelors 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.
Language
English
Source (journal)
Instructional science. - Amsterdam
Publication
Amsterdam : 2008
ISSN
0020-4277
Volume/pages
36:5-6(2008), p. 359-374
ISI
000259073300002
Full text (Publisher's DOI)
Full text (publisher's version - intranet only)
UAntwerpen
Faculty/Department
Research group
[E?say:metaLocaldata.cgzprojectinf]
Publication type
Subject
External links
Web of Science
Record
Identification
Creation 14.11.2014
Last edited 04.09.2017