Fostering self-regulated learning with portfolios in schools and higher education

Abstract

The portfolio is often described as an approach effective for the fostering of self-regulated learning in different educational areas. The processes of planning, documenting, and reflecting on individual learning activities are core issues of the portfolio approach. Two aims of the use of portfolios in education are discussed in this contribution. First, the enhancement of self-regulated learning and learning competencies is an important topic. Second, aspects of evaluation and assessment through the use of portfolios are discussed. In this context, the application of portfolios may be seen as an example of a shift from teacher-based instruction to student-centered learning. However, up to now, there has been a lack of empirical evidence regarding these assumptions. In this contribution, three studies are presented that focus on portfolio implementation for the fostering of self-regulated learning in schools, teacher education, and higher education. Central theoretical aspects of the portfolio concept and empirical designs of the studies are described.