Students' Beliefs on Portfolio Assessment

Andrés Canga Alonso ^[1]
1. [1] Universidad de La Rioja
  
  Universidad de La Rioja
  
  Logroño, España
Localización: Alicante Journal of English Studies / Revista Alicantina de Estudios Ingleses: RAEI, ISSN-e 2171-861X, ISSN 0214-4808, Nº. 26, 2013 (Ejemplar dedicado a: Identity, Culture and Performance Studies / coord. por Silvia Caporale Bizzini, Lucia Esposito, Alejandra Ruggiero), págs. 225-238
Idioma: inglés
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Resumen
- The development of the European Space for Higher Education (ESHE) not only encourages students’ active involvement in their learning process, but also promotes formative assessment. Therefore, the aim of this research is to analyse students´ beliefs on portfolio assessment in the subject Spanish-English/English-Spanish Translation of the degree in English Studies at a university in Spain. A questionnaire was administered at the end of the semester to check learners’ views on the implementation of an evaluation system based on portfolios. The results indicate that most of the students involved in the study recognise that using portfolios as assessment tools foster their learning since these learning tools favour reflection on one’s own learning as well as revision for the final exam. Contrariwise, learners think that portfolio assembling is time consuming and implies hard work. However, they also feel it is rewarding since they get a better grade at the end of the semester.