Vignettes of experiences in portfolio assessment

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creativework.keywordsEmotions; Reflective journal; Views
dc.contributor.authorLlarenas, Abelynn T.
dc.date.accessioned2026-09-10T07:50:24Z
dc.date.available2026-09-10T07:50:24Z
dc.date.issued2019-03
dc.descriptionFull text
dc.description.abstractPortfolio assessment fosters reflective learning that AIDS learners in achieving academic success. This paper described the views, emotional experiences and significant learning of 12 participants in a phenomenological study about self, peer and teacher assessments as parts of portfolio assessment. Cool and warm analyses were employed in analyzing 12 reflective journals. Member checking procedure and a survey questionnaire for teachers were used to provide data triangulation. The findings show that the participants had three views of portfolio assessment: progress, principle, and partiality. Emotions of anxiety, joy, pride, trust, sadness, annoyance, guilt and uncertainty were experienced by the participants. Among the significant learning experienced by the participants include honesty to self, trust in the teacher, positive attitude to feedback, improvement of performance and support for portfolio assessment.
dc.identifier.citationLlarenas, A. T. (2019). Vignettes of experiences in portfolio assessment. Asian EFL Journal, 21(2), 196-223. https://www.scopus.com/pages/publications/85063686382
dc.identifier.doihttps://www.scopus.com/pages/publications/85063686382
dc.identifier.issn17381460
dc.identifier.urihttps://lakasa.dmmmsu.edu.ph/handle/123456789/2484
dc.language.isoen
dc.publisherAsian E F L Journal Press
dc.sdgSDG 4
dc.sdgSDG 3
dc.subjectStudent self-assessment
dc.subjectReflective learning
dc.subject.ddcEducational evaluation
dc.subject.lcshEnglish language--Study and teaching--Foreign speakers
dc.subject.lcshPortfolios in education
dc.titleVignettes of experiences in portfolio assessment
dc.typeArticle
oaire.citation.endPage223
oaire.citation.issue2
oaire.citation.startPage196
oaire.citation.volume21
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