Portfolios for learning: a Malaysian smart school classroom experience

Abstract

The paper reports on a qualitative study which explores the use of portfolio for learning in a Malaysian Smart School classroom. Augmenting Vygotsky's view on learning as a social activity or social constructivist learning theory, it assessed the experiences, interactions and documents in their natural contexts by examining the use of portfolio for learning and how portfolios can enhance learning and promote literacy activities amongst the students. Data gathered in this study comprised students' portfolio samples, reflections and interviews and triangulation method was used to interpret the data. The findings show that the overall content of the portfolios can be used to validate and document both process and product in the formation of language, learning and literacy activities. However, a systematic monitoring of portfolio work in classroom needs to be implemented by the teachers to match the standards and expectations of the students towards the portfolios.