Summative vs Formative Assessment: The Case of PortfolioPolenek, Hana (Avtor) Sokolov, Cvetka (Mentor) assessmentalternative assessment methodsportfolio assessmentattitudes of students and teachersThe thesis examines the significance of assessment in the teaching and learning process, emphasising its role in providing feedback and guidance to both students and teachers with a focus on alternative assessment. We distinguish between formative and summative assessment, with traditional and alternative methods often overlapping within these categories. Specifically, this thesis explores portfolio assessment, highlighting its benefits such as promoting autonomy, responsibility, fostering creativity, motivating students, and reducing the stress associated with assessment, while acknowledging challenges such as subjective evaluation criteria and time constraints. Based on surveys and interviews conducted at the Department of English, Faculty of Arts of University of Ljubljana, the study reveals a positive attitude towards alternative assessment among both students and professors, despite some preference for traditional methods due to their familiarity. While students’ exposure to alternative assessment is limited, future teachers express readiness to introduce methods like peer review, research papers, and portfolios in their teaching. The findings highlight the importance of a balanced approach to assessment that recognizes the advantages and disadvantages of both traditional and alternative methods, emphasising the need for inclusivity to cater to diverse needs of all learners.20242024-03-30 07:45:17Magistrsko delo/naloga155412sl