The Research
In the late 1990s, alternative forms of assessment gained significant attention, including portfolio assessment in both paper-based and electronic formats (Yancey, 2019).
The growth of e-learning has also fuelled the popularity of portfolio-style assessment, which can be easily accessed and used on digital devices (Ibarra-Sáiz et al., 2020).
The use of e-portfolios has naturally seen a huge growth in recent years. A good example of this is MYP e-Portfolios.
One way to support metacognition and self-regulated learning in students, which is our goal as inquiry-led IB teachers, is through the use of portfolios. By creating a portfolio, students have the opportunity to reflect on their work and to consider how their learning and growth are demonstrated through specific artefacts (items they upload to the portfolio such as pictures, film, and text entries). This type of metacognitive reflection has been shown by research to be an important factor in promoting transferable learning.
Portfolios also provide a platform for student input and conversation with teachers. These interactions allow students to communicate their understanding of their learning and to contribute to the teacher's understanding of their strengths and weaknesses as a student. The use of portfolios can help support the development of self-regulated learning by giving students the space to reflect on their strategies and progress. By engaging in this type of reflection, students become more aware of their strengths and weaknesses and are better equipped to motivate themselves and develop strategies to enhance their learning.
The concept of portfolios has gained popularity in educational circles, originating from the idea of an artist presenting their work. The use of portfolios has expanded to serve a wider range of purposes in schools, including the development of students' self-regulation abilities. A type of portfolio known as the learning portfolio includes elements such as the use of cognitive, metacognitive and social strategies, allowing students to reflect on their strengths and weaknesses.
In this sense, metacognition and self-regulation are interconnected, as they both help students to reason and reflect more effectively on their learning through the use of evaluation and check-in strategies. This can be achieved with the support of teachers and by setting clear objectives and explicit teaching of ATL skills.
According to Zimmerman's (2000) model of self-regulated learning, e-portfolios can be utilised by students of all ages and education levels, from primary to adult education. In the field of oral didactics, several researchers have emphasised the importance of metacognition in oral competence development. Portfolios offer great potential as a tool for recording students' work, tracking their progress over time and capturing their development.
Despite the benefits of portfolios, such as promoting self-awareness and producing positive learning outcomes, many educators are hesitant to use them due to concerns about the time and effort required (Cimer, 2011; Scherba de Valenzuela, 2002).
McDonald (2012) found that students who were assessed using portfolios felt more empowered and part of the assessment process.
Before implementing portfolios, educators should consider students' understanding of authenticity and their ability to commit to the project (Gulikers, Bastiaens, & Kirschner, 2004).
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