Portfolio assessment as a tool for enhancing learners’ motivation

SEDLÁČKOVÁ, Kateřina. Portfolio assessment as a tool for enhancing learners’ motivation. 2018.

Základní údaje

Originální název

Portfolio assessment as a tool for enhancing learners’ motivation

Autoři

SEDLÁČKOVÁ, Kateřina

Vydání

2018

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Další údaje

Jazyk

angličtina

Typ výsledku

Konferenční abstrakt

Obor

50300 5.3 Education

Stát vydavatele

Polsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

The 15th International CercleS Conference Broad Perspectives on Language Education in the Globalized World, University of Technology, Poznan, Poland

Kód RIV

RIV/00216224:14640/18:00104152

Organizační jednotka

Centrum jazykového vzdělávání

Klíčová slova anglicky

Portfolio assessment; language learning; motivation

Příznaky

Mezinárodní význam, Recenzováno

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Anotace

V originále

This paper presents learners´ perception of portfolio assessment. It discusses a possible relation between practice of language portfolio assessment and sustainability of motivation to learn second foreign language. More concretely, it addresses the question whether portfolio assessment helps learners to persist in learning second foreign language. After two decades during which portfolio assessment has been used on different education levels, there is no doubt about its usefulness and meaningfulness for both teachers and learners. In university courses of language for specific purposes, portfolio creates the possibility to include, among others, pieces of work related to learners´ personal disciplinary orientation and reflections of their intellectual needs to the language development evaluation. Documenting learners´ progress on language standards based on such pieces of work during the entire semester not only reinforces the sense of coherence and authenticity of learning but also permits the development of learners´ autonomy, which is so important for learners´ motivation. Moreover, this form of assessment manifests clearly a great variety of attributes that are necessary for sustaining motivation to learn a foreign language, such as possibility for learners to control their goals and progress, development of self-evaluation competencies, emphasis on effort, improvement of language skills, object of learning process, or teacher´s personalised approach to learners. The talk will present and discuss results of action research conducted during the Spring Semester 2018 in the French for Social Science course organised by the Masaryk University Language Centre (Brno, Czech Republic), and it will illustrate their integration into theoretical framework.