The potential formative benefits of portfolio assessment in second and foreign language writing contexts: A review of the literature

This article identifies the potential formative benefits of using portfolio assessment (PA) in second/foreign language classrooms by reviewing the up-to-date research. Three methods were used to search for relevant research: database search, manual search, and citation search. According to the literature, PA has potential benefits due to its process-oriented, authentic, integrated, interactive, and learner-centered characteristics. PA leads to increased motivation, learner autonomy, and improved writing performance. However, not many studies include observation as a method of collecting data. Through observation a researcher can investigate how the benefits of PA are acted upon and negotiated. There is a need for more empirical research in the juxtaposition of PA and formative assessment, particularly in primary and secondary education.