Self-Regulation through Portfolio Assessment in Writing Classrooms

Autor/inn/en	Mak, Pauline; Wong, Kevin M.
Titel	Self-Regulation through Portfolio Assessment in Writing Classrooms
Quelle	In: ELT Journal, 72 (2018) 1, S.49-61 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccx012
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Metacognition; Interviews; Teacher Attitudes; Student Attitudes; Elementary School Students; Foreign Countries; Portfolio Assessment; Writing Instruction; Case Studies; Teaching Methods; Observation; Classroom Environment; Hong Kong + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten; Ausland; Portfoliobeurteilung; Schreibunterricht; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Klassenklima; Unterrichtsklima; Hongkong
Abstract	Portfolio assessment (PA) is promulgated as a useful tool to promote learning through assessment. While the benefits of PA are well documented, there is a lack of empirical research on how students' self-regulation can be effectively fostered in writing classrooms, and how the use of PA can develop students' self-regulated capacities. This multiple case study, which spanned one academic year, explored how teachers can foster self-regulation in elementary students through PA, and the effects of using PA on self-regulation among students. Two teachers and their students from two Primary Six classes in different elementary schools in Hong Kong participated in the study. Data sources included interviews with teachers and students, as well as classroom observations and field notes. The results of the study indicate that portfolios are an empowering activity and contribute to students' development of self-regulated learning. Implications of the study are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01