David Tosh recommends this paper and in particular a diagram relating increased choice with increased motivation. I would agree that choice impacts motivation, but probably a lot more besides (for example, relevance). Barrett approaches the subject of portfolios from the point of view of assessment, but distinguishes between "Positivist Portfolios [where] the purpose of the portfolio is to assess learning outcomes" and "Constructivist Portfolios [where] the portfolio is a learning environment in which the learner constructs meaning," thus highlighting the tension between learning objectives and institutional objectives. "How do we create an Institution-Centered Assessment and Accountability System without losing the power of the portfolio as a student-centered tool for lifelong learning and professional development?" Good paper.
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