Portfolio Assessment in the Classroom

Abstract

Portfolio assessment (PA) is an important and increasingly common means of recording and judging language learners’ development and achievement. This chapter begins with a brief history of PA, from its earlier identity as an “alternative assessment” to its significant role in current assessment regimes in both general and language education. This is followed by a review of research on the effectiveness of PA for improving language learning and on students’ and teachers’ views of portfolio use in language classrooms. A conceptual distinction is then made between the portfolio “product” on one hand and the portfolio implementation “process” on the other, with the latter being the determinant of usefulness. Central to this chapter is a discussion of how teachers’ personal teaching beliefs and approaches will set the parameters for that process. For example, a teacher's views about the roles and responsibilities of the teacher vis‐à‐vis students and about the importance of student self‐assessment will crucially shape how portfolios are used. The chapter then considers both macro‐ and micro‐level decisions involved in the implementation process. Macro‐level decisions include whether portfolios will be used for formative or summative purposes or for both, how self‐assessment will be incorporated, and who conducts grading. Micro‐level decisions include the language skills to be assessed via portfolio, the types of materials to be included in the portfolio, the portfolio medium (e.g., paper or online), the grading rubric, and the types of feedback given to the student. In the final section, the author points out how PA can align with current principles and practices of assessment for learning purposes.

Assessment Challenges & Impact of Formative Portfolio Assessment (FPA) on EFL Learners’ Writing Performance: A Case Study on the Preparatory English Language Course

“…Although students are not involved in making major decisions like program structure, they may participate in minor decision-making processes. So that they can increasingly develop ownership when developing portfolios (Yin, 2014). Yurdabakan and Erdogan (2009) in their study examined students' perception about portfolio assessment.…”

Portfolio - An Alternative Form of Assessment in EFL Context

“…Researchers also show common disadvantages of portfolio assessment in terms of design decision, logistics, interpretation, reliability and validity. Yin (2013), drawing on the recent empirical studies, validates the benefits of portfolio assessment with the claim they do the following: (a) antagonize traditional tests and correspond to curriculum goals; (b) enhance language abilities, particularly writing skills; (c) augment students' self-reflection, autonomy, metacognition, and motivation. She points out the challenges of portfolio assessment and characterizes the reality of portfolio assessment implementation by elaborating the macro and micro level decisions for teachers and stakeholders.…”

“…Many researchers have indicated benefits and drawback of using portfolio as a form of assessment (Brown & Hudson, 1998;Fox, 2008;Hung & Huang, 2012;Yin, 2013). Brown and Hudson (1998) identified the advantages of portfolio assessment and assembled them into three main categories including: (a) enhancing student learning; (b) informing teachers; and (c) facilitating the assessment process.…”

EFL Students’ Perception of Classroom Assessment Environment in Translation Courses

“…For instance, the study emphasizes on "deeper learning" and requires teachers to make a shift from teaching the "content" to "learning processes" so that students' are capable to plan their own learning. In another study, Fullan and Langworthy (2014, p. 7) asserted that such "deep learning" tasks can be accomplished only through teacher-student partnership and through integration of learning activities with technological devices such as computer, laptop, smartphones, internet, and applications which makes students more technology savvy (Fullan, 2013, p. 9;Boholano, 2017;Yin, 2013). Insisted upon building a collaborative learner-centered environment to facilitate 21st century competencies.…”