Does portfolio assessment encourage students to adopt different assessment preparation strategies?

Abstract

Studies have shown that students select different preparatory techniques for different assessment tasks. For example, if the assessment task is perceived as the reproduction of previously learned content, rote learning would be adopted as the preparatory strategy. The perceived demand of an assessment, therefore, exerts a strong influence on the assessment preparation strategy adopted. Portfolio assessment is designed to promote a deep approach to learning. However, empirical data are lacking to demonstrate the effect of portfolio assessment on students' approaches to learning. The purpose of this study is to examine the impact of portfolio assessment on students' study strategies in preparation for their assessment, using the Assessment Preparation Strategy Questionnaire (APSQ).