147 Discussion | 7 learners, faculty and curriculum coordinators). In order to create such a frame of reference, it is of essence that stakeholders recurrently discuss their perspectives regarding (the support of ) SRL and the contribution of portfolio use to this. In case the portfolio is implemented to serve multiple purposes, it is important that the tensions between these purposes are also explicitly discussed. - Implement continuous quality improvement The importance of continuous quality improvement was stressed in Chapter 5.59 It was stated that periodical evaluations are necessary and should go beyond strengths and weaknesses assessments. Therefore, the use of a comprehensive Plan-Do-CheckAct (PDCA) cycle was advised. 60 - Consider alternatives to written portfolio reports Most portfolios are based on written portfolio reports. In Chapter 3 it was already discussed that a high level of writing skills is required to adequately document metacognitive learning activities through written portfolio reports. It could therefore be valuable to consider alternative approaches to portfolio documentation. Examples of approaches that have previously been related to metacognition are mind maps and video recordings. 61-64 Implications for further research In response to the concerns discussed above, it was concluded that previous portfolio researchhas often focusedon the outcomes of portfoliouse by assessing the (experienced) presence of metacognitive SRL constructs. Consequently, knowledge regarding the processes that explain why SRL is (not) taking place during portfolio use is lacking. Insight in these processes could be improved by the use of various qualitative research methodologies, e.g. observations and/or thinking out loud procedures during portfolio use. Furthermore, future studies should not only include broad metacognitive constructs, but also focus on motivation and emotion of learners. In all cases, the included SRL constructs must be properly defined and operationalised.
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