Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6849199 | Studies in Educational Evaluation | 2014 | 11 Pages |
Abstract
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.
Keywords
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Tony Burner,