https://orcid.org/0000-0002-1728-9256
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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.
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No potential conflict of interest was reported by the authors.
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Notes on contributors
Diana Baas
Diana Baas is a researcher at De Kempel Institute for Teacher Education. Her research focuses on the use of portfolio assessment as a tool to enhance elementary school students’ motivation and self-regulation.
Marjan Vermeulen
Marjan Vermeulen is professor at the Welten Institute of the Open University The Netherlands. Her research interests lie in the professional development of teachers and innovative teacher behaviour.
Jos Castelijns
Jos Castelijns is a senior researcher at De Kempel Institute for Teacher Education. His research concerns teacher education, curriculum development, assessment and motivation.
Rob Martens
Rob Martens is professor at the Welten Institute of the Open University The Netherlands. His research interest include multimedia learning and the influence of multimedia learning on students’ motivation.
Mien Segers
Mien Segers is professor at the Department for Educational Research and Development of Maastricht University. Her research focuses on assessment to enhance in learning in both school settings and the workplace.