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.

摘要

经常强调档案袋在增强学生动机方面的力量。档案袋被概念化为在课堂实践中实施学习评估（AfL）的工具。但是，投资组合和AfL之间的关系一方面与学生的学习动机之间的关系很复杂，并受许多假设的影响。这项研究调查了使用档案袋是否真正支持了AfL在课堂实践中的整合以及与学生动机的关系。对来自荷兰七所小学的419名4至6年级学生进行了问卷调查。结构方程模型建模的结果并没有证实档案袋的使用与学生的动机取向之间的直接关系。研究结果表明，学习者对AfL的理解完全调节了档案袋与动机取向之间的关系。研究结果表明，工具组合与学生的动机无关，但是，AfL实践确实会影响动机。