Costantino, Anna ORCID: https://orcid.org/0000-0001-8459-8561 and Martin, Susanne (2024) A teacher-student inquiry into the relationship between portfolio assessment and learner autonomy. In: University of Greenwich Annual Teaching and Learning Conference (SHIFT 2024), 10th - 11th January, 2024, University of Greenwich, London.

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Abstract

Alternative assessment language portfolios offer several learning affordances. As tools for both formative and summative assessment, portfolios can measure achievement while concurrently evidencing learning experiences (Abrar-ul-Hassan et al., 2021). They prompt continuous adjustment of the teaching and learning programme, facilitate timely, constructive feedback, and support an inclusive pedagogy that requires effective use of feedback and feedforward (Winstone & Nash, 2016). Language portfolios also encourage active student engagement by enabling learners to lead their own learning inquiries (Davison & Leung, 2009).
In this presentation, a language instructor and a student in higher education will discuss their teaching and learning experience in implementing and reflecting on an online language portfolio built using Moodle Quiz. The presenters will consider the opportunities and challenges of alternative assessment when framed as an inclusive practitioner inquiry and prompted by questions concerning educational inclusion and the enhancement of teaching and learning practices.
The instructor will introduce the practitioner research frame informing the development of the assessment materials, namely, Exploratory Practice (Allwright & Hanks, 2009). They will also consider the questions and rationale underpinning the design of the Moodle quizzes, envisaged as open-ended tasks designed to engage learners cognitively and effectively, fostering intercultural awareness, creativity, and autonomy (Tomlinson, 2011), and to leverage the potential for dialogic feedback and self-reflection. The student will discuss how they puzzled over aspects of their learning and the personally meaningful impact of engaging in reflective activities prompted by the online language portfolio. They will reflect on how this investigation fostered their development into an autonomous language learner and co-researcher, resulting in classroom collegiality and equality (Hubbard & Gawthorpe, 2023).
Ultimately, the discussion will engage the audience in questioning whether it is possible to harness assessment tasks as assessments for learning and as learning (Earl, 2013) to enhance students' learning experiences and agency.

Item Type:	Conference or Conference Paper (Paper)
Uncontrolled Keywords:	alternative assessment, assessment as learning, exploratory practice, inclusive pedagogy, language portfolios, learner autonomy, reflective practice
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education
Faculty / School / Research Centre / Research Group:	Faculty of Law, Arts and Social Sciences Faculty of Law, Arts and Social Sciences > School of Humanities and Social Sciences
Last Modified:	21 Jul 2025 15:44
URI:	https://gala.gre.ac.uk/id/eprint/50839

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