157 Appendices | 8 the polarity thinkingTM framework was selected to explore directions to manage tensions that are inextricably linked to multipurpose portfolio use. This framework provides a step-by-step approach to chart a polarity map® that can help to balance tensions that originate from the presence of polarities in specific settings. Based on literature and the findings of the previous chapters one overarching polarity was selected: accountability and learner agency. This polarity seems responsible for multiple tensions related to multipurpose portfolio use. By use of the polarity map®, values (potential benefits) and fears (tensions that can arise) of the two poles of this polarity were formulated. Then, a stakeholder session was organised to create action steps and early warnings that can help to manage accountability and learner agency during multipurpose portfolio use. In addition to previous recommendations concerning portfolio use, the polarity map emphasised the importance of continuous conversation between all involved with the multipurpose portfolio in order to create a shared frame of reference. During this process, the acknowledgment and discussion of tensions related to multipurpose portfolio use are vital. These - and other - action steps and early warnings described in the polarity map can be helpful during continuous quality improvement of multipurpose portfolios. During the different studies of this thesis, multiple complexities concerning the support of SRL were encountered. In Chapter 6, we contemplated on these complexities by use of an analogy. This analogy was based on two (Dutch) children’s games: the treasure hunt (children can find a ‘treasure’ by following directions, completing assignments and/or answering questions) and the dropping (pre-teens are dropped in the woods at night-time with the assignment to find their way back home). We formulated four interrelated philosophical questions to evoke contemplation about the support of SRL. During this contemplation the implications of definitional issues concerning SRL were discussed by use of the first question: What are the consequences of the difficulties to explicate what is (not) SRL? The second question (How does SRL relate to autonomy?) touched upon the intricate relationship between SRL and autonomy, by discussing the role of social interaction and varying degrees of instruction during the support of SRL. Next, a related topic was addressed by the third question: How much risk are we willing and able to take during the support of SRL? And finally, the importance of and possibilities to assess SRL were discussed by the fourth question: Should SRL be assessed? From our contemplations it has become clear that approaches to foster SRL are often insufficiently aligned with the experience and needs of learners. Instead these approaches are commonly defined by contextual factors, such as misconceptions about SRL and lack of leeway for learners. Consequently, we have used principles that apply to both treasure hunts and droppings, to provide guidelines on how to align one’s approach to foster SRL with the educational context and experience and needs of learners. In conclusion, the studies of this thesis moved beyond establishing whether SRL takes place during portfolio use, as they gained insight in the ways in which and under what circumstances portfolio use can support SRL. Working mechanisms were identified that
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