INTERNATIONAL JOURNAL OF CHANGES IN EDUCATION
Research Article
Aug 16, 2026 136 73

Portfolio Assessment as Reflective Practice: Documenting Metacognitive Growth in Language Teacher Education

Patrícia Ferreira 1 *
1 Foreign Languages Department, Higher School of Education of the Polytechnic Institute of Porto, Portugal and Center for Research and Innovation in Education, Portugal* Corresponding Author
International Journal of Changes in Education, 3(4), 2026, 577-591, https://doi.org/10.47852/bonviewIJCE62028167
Online publication date: Feb 27, 2026
Publication date: Aug 16, 2026
Full Text (PDF)

ABSTRACT

Traditional assessment models in higher education often prioritize content recall, failing to measure the complex, adaptive competencies, such as metacognition and cultural competence, essential for future educators and global citizens. This study documents the implementation of process-oriented portfolio assessment within a Language and Cultures teacher education program in Portugal. A two-year sequential explanatory mixed-methods study (2023/2024 to 2024/2025) involved one undergraduate cohort (N = 81) in English Culture and two graduate cohorts (N = 40) in Citizenship and Intercultural Education, totaling approximately 121 students. Descriptive quantitative analysis documented consistent performance patterns across cohorts when using structured, process-oriented rubrics. Qualitative analysis, focusing on reflective writing and critical thinking criteria, demonstrated significant metacognitive development and self-regulated learning, substantiated by student reflections and instructor observations. The findings affirm that portfolios can serve as an effective mechanism for fostering and documenting the process of learning rather than merely measuring its outcomes. The paper argues that integrating reflective portfolio assessment into teacher training curricula offers a pedagogically valuable alternative to traditional grading paradigms in higher education.

KEYWORDS

portfolio assessment reflective practice metacognition self-regulated learning teacher education

CITATION (APA)

Ferreira, P. (2026). Portfolio Assessment as Reflective Practice: Documenting Metacognitive Growth in Language Teacher Education. International Journal of Changes in Education, 3(4), 577-591. https://doi.org/10.47852/bonviewIJCE62028167
Harvard
Ferreira, P. (2026). Portfolio Assessment as Reflective Practice: Documenting Metacognitive Growth in Language Teacher Education. International Journal of Changes in Education, 3(4), pp. 577-591. https://doi.org/10.47852/bonviewIJCE62028167
Vancouver
Ferreira P. Portfolio Assessment as Reflective Practice: Documenting Metacognitive Growth in Language Teacher Education. International Journal of Changes in Education. 2026;3(4):577-91. https://doi.org/10.47852/bonviewIJCE62028167
AMA
Ferreira P. Portfolio Assessment as Reflective Practice: Documenting Metacognitive Growth in Language Teacher Education. International Journal of Changes in Education. 2026;3(4), 577-591. https://doi.org/10.47852/bonviewIJCE62028167
Chicago
Ferreira, Patrícia. "Portfolio Assessment as Reflective Practice: Documenting Metacognitive Growth in Language Teacher Education". International Journal of Changes in Education 2026 3 no. 4 (2026): 577-591. https://doi.org/10.47852/bonviewIJCE62028167
MLA
Ferreira, Patrícia "Portfolio Assessment as Reflective Practice: Documenting Metacognitive Growth in Language Teacher Education". International Journal of Changes in Education, vol. 3, no. 4, 2026, pp. 577-591. https://doi.org/10.47852/bonviewIJCE62028167

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