Journal Name:
- Journal of Educational and Instructional Studies in the World
Author Name |
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Abstract (2. Language):
Formally and informally, for individuals and for groups of students, teachers continually assess their students’
progress and achievements. Teachers report accomplishment to the students, their parents and the school
system by means of grades and comments written on assignments, conversations, classroom discussions,
parent-teacher conferences and casual chats, and report cards. Testing is no longer considered as an adequate
measure of students’ learning nor a sufficient reason for students to invest effort in schoolwork. New methods
of assessment that provide multidimensional and longitudinal portraits of students’ strengths and weaknesses
are required to provide developmental benchmarks of learning. One such alternative method capable of
bridging quantitative and qualitative data is portfolio assessment as one of its benefits is the promotion of
learner reflection. Accordingly, this study aims to inspect what teachers think about their students' attitudes
and performance on portfolios and portfolio tasks.
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FULL TEXT (PDF):
- 4
42-47