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L’évaluation par portfolio comme vecteur d’autonomisation des apprenants

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Rok publikování 2019
Druh Další prezentace na konferencích
Fakulta / Pracoviště MU

Centrum jazykového vzdělávání

Popis This paper analyzes different aspects and processes of portfolio assessment that have a strong potential to enhance learner autonomy. Theoretical reflections are based on student representations obtained through an action research conducted in courses of language for specific purposes at the Faculty of Social Sciences, Masaryk University (Brno, Czech Republic) during the last three semesters. Although the recognition of the importance of autonomy in the learning process has been becoming increasingly widespread, it is not self-evident that in practice language teaching and learning methods always make use of it. Portfolio assessment is likely to promote learner autonomy to a large extent; not to mention the second essential component of motivation - the feeling of competence. Indeed, 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. It turns out that the potential for autonomy increases if this form of assessment is incorporated into a LAP/LSP course based on flexible syllabus. In other words, the course where the teacher only provides work tools and a pattern of language and academic skills that learners fill with their own content. In such a situation, the portfolio assessment not only gives students the freedom to choose specialized content related to their field of study and to set their personal goals, but above all, by leading them to self-reflection, it allows them to take charge of their own learning and to implement strategies that suit them best. The presentation will demonstrate how students are able to mobilize when allowed to be autonomous and self-determined.
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