Evaluatievoorkeuren van studenten en hun ervaringen met een portfolio : beïnvloeden deze factoren de studieaanpak?
Faculty of Social Sciences. Instructional and Educational Sciences
Tijdschrift voor hoger onderwijs. - Deventer, 1983, currens
, p. 171-180
In higher education, many initiatives have been taken to renew assessment practices. In this study, it is investigated whether students prefer portfolio assessment as an example of a new mode of assessment and whether portfolio assessment stimulates students towards the use of more deep approaches to learning. Participants were 138 first-year professional bachelor's degree students in office management who took a course of 'Intercultural communication and training' in a portfolio-based learning environment. Results show that these students prefer traditionally written, closed-book examinations with time pressure to portfolio assessment. Moreover, deep approaches to learning are not enhanced in the portfolio-based learning environment. On the contrary, surface learning increases significantly. Notwithstanding, the surface approach is not profitable for students since this approach proves to be a significant negative predictor of the portfolio assessment score.