NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ881902
Record Type: Journal
Publication Date: 2010
Pages: 28
Abstractor: As Provided
Reference Count: 86
ISBN: N/A
ISSN: ISSN-1052-5629
Enhancing Reflection Skills through Learning Portfolios: An Empirical Test
Scott, Susanne G.
Journal of Management Education, v34 n3 p430-457 2010
This article reports the findings of an empirical study of the effectiveness of portfolios as learning tools in a sample of MBAs. The results showed that portfolio use was positively related to reflection, defined here as the conscious awareness and questioning of personal experience, a search for alternative explanations and interpretations, and identification of areas for improvement. The positive relationship between portfolio use and improved reflection remained significant irrespective of students' entering GMAT, gender, work status, and age. But the strength of the relationship between portfolio use and reflection score declined with increasing GPA. Age, gender, GPA, and work status did influence students' willingness to voluntarily participate in the portfolio program. The study provides one of the first systematic tests of the usefulness of portfolios as learning tools. Given the effort and cost of their implementation, this is an important contribution. The implications of the study for schools considering portfolio use are discussed and recommendations are offered for implementation. (Contains 3 tables and 1 figure.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Graduate Management Admission Test