The Application of Portfolio Assessment in Language Teaching and

Learning

碩研英語一甲 蔡枚燕

Introduction

Brown et al. (1997) indicate, “If you want to change student learning then change the methods of assessment.”

A portfolio performs the functions of teaching, learning, and evaluating.

The purpose of this study lies on introducing the feasibility of portfolio assessment and how it enhances students’ learning achievement.

Literature Review

The Origin of Portfolio Assessment

Phelps (1999)

◆ 1986

◆ Peter Elbow & Pat Belanoff

Defining Portfolios◆Paulson, Paulson, Meyer (1991) A purposeful collection of student work that

exhibits the student’s efforts, progress and achievements in one or more areas (p. 60).

◆Brown (2001) Content: essays, compositions, poetry, bo

ok reports, art work, video- or audiotape recordings of a student’s oral production, journals, and virtually anything else one wishes to specify (p. 418)

Defining Portfolio Assessment◆Kroll (1990) The portfolio approach is based on

assembling a representative sample of the student’s best work ……at the end of the term, the entire portfolio is evaluated for a grade rather than assigning a grade to each paper separately or using some sort of grade-average system (p. 64).

Key Characteristics of Portfolio Assessment

◆Kemp and Toperoff (1998)

1. A portfolio is a form of assessment that students do together with their teachers.

2. A portfolio is not just a collection of student work, but a selection – the student must be involved in choosing and justifying the pieces to be included.

3. A portfolio provides samples of the student’s work which show growth over time. By reflecting on their own learning (self-assessment), students begin to identify the strengths and weaknesses in their work. These weaknesses then become improvement goals.

4. The criterion for selecting and assessing the portfolio contents must be clear to the teacher and the students at the outset of the process.

5. The entries in an EFL portfolio can demonstrate learning and growth in all language domains/skills, or can focus on a specific skill such as appreciation of literature, or writing.

Traditional Assessment vs. Portfolio Assessment (Tierney et al. 1991)

◆ Traditional Assessment

(teacher-centered education) • Measures student’s ability at one time

• Done by teacher alone; student often unaware of criteria

• Conducted outside instruction

• Assigns student a grade

• Does not capture the range of student’s language ability

• Does not include the teacher’s knowledge of student as a learner

• Does not give student responsibility

◆ Portfolio Assessment

(student-centered learning)

• Measures student’s ability over time

• Done by teacher and student; student aware of criteria

• Embedded in instruction

• Involves student in own assessment

• Captures many facets of language learning performance

• Allows for expression of teacher’s knowledge of student as a learner

• Student learns how to take responsibility

Advantages of Portfolio Assessment

◆ (Shavelson et al. 1992; Kemp and Toperoff 1998) • It brings assessment in line with instruction. • It includes a wide variety of materials. • It evaluates a variety of skills. • It caters to individuals in a heterogeneous class. • It develops social skills, which are indispensable for student

s to negotiate with their teachers and classmates. • It improves motivation for learning, which encourages stude

nts to select their own learning materials. • It builds students’ autonomy and provides them sense of acc

omplishment. • It lessens students’ uneasiness towards scores. • It keeps a complete record of each student’s progress a

nd supplies future teachers with opportunities for inspecting students’ learning situation.

Guidelines for Using Portfolios in a Classroom◆Brown (2001, p. 419).

• Specify to students what the purpose of the portfolio is

• Give clear directions to students on how to get started. Showing a sample portfolio from a previous student might help to stimulate thoughts on what to include.

• Give guidelines on acceptable material to include.

• Collect portfolios on pre-announced dates and return them promptly.

• Be clear yourself on the principal purpose of the portfolio and make sure your feedback speaks to that purpose.

• Help students to process your feedback and show them how to respond to your responses. This processing might take place in a conference, or simply through written feedback.

The Execution of Portfolio Assessment

◆Brootchi and Keshavarz (2004)

◆ Dan-Ling Fu (1992)

ConclusionComment

◆Brown (2001)

Learners of all ages and in all fields of study are benefiting from the tangible, hands-on nature of portfolio development (p. 419).

Contribution