a study on portfolio assessment as an effective student self

A Study on PA Study on PA Study on PA Study on PA Study on Portfolio Assessmentortfolio Assessmentortfolio Assessmentortfolio Assessmentortfolio Assessmentas an Effective Student Selfas an Effective Student Selfas an Effective Student Selfas an Effective Student Selfas an Effective Student Self-Evaluation Scheme-Evaluation Scheme-Evaluation Scheme-Evaluation Scheme-Evaluation SchemeRochelle Irene G. LucasRochelle Irene G. LucasRochelle Irene G. LucasRochelle Irene G. LucasRochelle Irene G. LucasDe La Salle University-Manila, Philippines

Portfolios are collections of students’ works over time. They often document students’ bestworks and may include other types of process information such as drafts of the students’ work,the students’ self-assessment of the work, and the parents’ assessment. Portfolios may beused for evaluation of students’ abilities and progress. The study involved the analysis of 156reflective essays written by college students taking a basic course in English. The reflectiveessays were part of a portfolio project, which is one of the requirements of the course. Thedata showed that through this alternative self-evaluation scheme, students were able to identifythe various linguistic problems involving all the macro-skills. Moreover, through this assessmentstudents were able to address these deficiencies through the learned independence and self-autonomy in learning that they have developed.

Proponents of the process approach to writingbelieve that traditional assessment techniques areoften incongruent with English as a SecondLanguage (ESL) classroom writing practices. Thestandardized written test given at the end of theschool term is seen as particularly antithesis to theprocess approach to writing (Moya & O’Malley,1994).

Writing experts have begun to explore viablemeans to measure the development of the writingskills of both ESL and EFL students. Portfoliodevelopment is increasingly being recognized as abetter alternative to the traditional standardizedtesting. With the introduction of this new form ofevaluation, the portfolio assessment serves as aneffective measuring device to determine studentachievement and competencies specifically in writing.

The study aims to explore the effectivenessof this evaluation scheme in the development ofthe writing and reading competencies of college

freshman students who are enrolled in anintroductory English class for college students(ENGLONE). Also, the study seeks todetermine if the students have improved in theirreading and writing competencies through theself-evaluation they were supposed to write aspart of their portfolio requirement for the course.

PORTFOLIO ASSESSMENT

Portfolios are collections of students’ work overtime. Portfolios in classrooms today are derivedfrom the visual and performing arts tradition whereinthey serve to showcase an artist’s accomplishmentsand personally favored works. A portfolio may bea folder containing the student’s best-written worksand the student’s evaluation of the strengths andweaknesses of his/her works. It may also containone or more works-in-progress that illustrates the

24 VOL. 16 NO. 1THE ASIA PACIFIC-EDUCATION RESEARCHER

creation of a product, such as an essay, evolvingthrough the various stages of conception, drafting,and revision.

A portfolio often documents a student’s bestwork and may include other types of processinformation, such as drafts of the student’s self-assessment of the work, and the parents’assessment. Portfolios may be used for evaluationof a student’s abilities and improvement.

More teachers have recently begun usingportfolios in all curricular areas. Portfolios areuseful as a support to the new instructionalapproaches that emphasize the student’s role inconstructing understanding and the teacher’s rolein promoting understanding. For example, inwriting instruction, portfolios can function toillustrate the range of assignments, goals andaudiences for which a student produced writtenmaterial. In addition, portfolios can be a record ofthe activities undertaken over time in thedevelopment of written products. They can alsobe used to support cooperative teaming by offeringan opportunity for students to share and commenton each other’s work.

Portfolios are valued as an assessment toolbecause, as representations of classroom-basedperformance, they can be fully integrated into thecurriculum. And unlike separate tests, they supplementrather than take time away from instruction.Moreover, many teachers, educators and researchersbelieve that portfolio assessments are more effectivethan “old style” tests for measuring academic skillsand informing instructional decisions.

Portfolios are actually composed of two majorcomponents, the process and the product (Burke,Fogarty, & Belgrad, 1994). To derive the greatestbenefit from the use of portfolios, it is imperativeto fully understand the relationship between thedevelopmental process and the product.

The portfolio is the actual collection of workthat results from going through the developmentprocess. The development process is at the heartof successful portfolio use. Although this processmay be a new experience for students and initiallya time-consuming one for their teachers, most findit well worth the time and effort. The developmental

process of portfolio transforms instruction andassessment (Danielson & Abrutyn, 1997).

The portfolio development process consists offour basic steps: collection, selection, reflection andprojection. The first step in the portfoliodevelopment process is the collection of variouspieces of students’ works. Collection is the primaryactivity in creating a working portfolio. When usingthe assessment or evaluation portfolio, it isimperative that all writing assignments go into theworking portfolio for evaluation at the end of theschool term (Danielson & Abrutyn, 1997).

The second step in the development process isselection. In selecting pieces for an assessmentportfolio, students look for their best works thatexemplify the criteria established for the work bythe writing teacher or as imposed by the coursecurriculum. The criteria used for portfolio selectionshould reflect the learning objectives of thecurriculum. The more precisely and explicitly thelearning objectives are stated and the clearer theguidelines for evaluating student work, the morefocused the criteria for portfolio selection can be(Danielson & Abrutyn, 1997).

The third phase of the portfolio developmentprocess is the reflection phrase. The reflectionphase is a distinct stage in which students articulate(usually in writing) their thinking about each itemin their portfolio. Through the process of reflection,students become aware of themselves as learners(Danielson & Abrutyn, 1997).

The final stage of the portfolio developmentprocess is projection. Projection is defined aslooking ahead and setting goals for the future. Atthis stage, the students have the opportunity to lookat their work as a whole and make their ownevaluation and judgement.

As previously mentioned, the concept ofportfolio development was adopted from the fieldof fine arts where portfolios are used to displayillustrative samples of an artist’s work. The purposeof the artist’s portfolio is to demonstrate andshowcase the depth and breadth of the work aswell as the artist’s interest and abilities (Jongsma,1989). In education however, the portfolioprovides descriptions of students’ writing and

LUCAS, R.I. 25PORTFOLIO ASSESSMENT

reading experiences (Wolf, 1989). It has beenobserved that portfolio assessment is a usefulsystem, which benefits the writing instructors, thestudents, and the whole writing program as itreveals to us the processes of writing and how it isevaluated (Wolf, 1989).

The use of the portfolio assessment as analternative evaluation scheme has severaladvantages in writing. Initially, the portfolioassessment provides the teacher with a wealth ofinformation upon which to base instructionaldecisions and by which to evaluate students’progress (Gomez, Graue & Bloch, 1991). It isalso an effective means of communicating tostudents’ parents their developmental status andprogress in reading and writing. Portfolioassessment allows the teachers to keep a recordof their observations and the collection of student’sworks will support conclusions they draw whichthey will report to the parents (Flood & Lapp,1989). Lastly, portfolio assessment provides theteacher with a comprehensive record of thestudents’ progress at the end of the school termincluding the amount of pre-writing, drafting,revision, and effort that has gone into the student’swriting.

Portfolio evaluation also has several benefits forthe writing students. First, portfolios motivatestudents to promote student self-assessment andself-understanding (Frazier & Paulson, 1992). Italso allows the total writing process to beconsidered as an assessment of writing proficiencyrather than one “final” paper. The portfolio alsohelps improve the writing process by making thestudents examine their own writing process as itteaches them to value writing. Lastly, portfolioevaluation motivates them to put their best effortinto each writing assignment, to take pride in theownership of their work, and to be moreaccountable for their writing.

Research shows that students benefit from anawareness of the processes and strategies involvedin writing, solving a problem, researching a topic,analyzing information, or describing their ownobservations. Portfolios can serve as a vehicle forenhancing student awareness of these strategies for

thinking about and producing work—both insideand beyond the classroom.

Recent studies show the effectiveness of theportfolio assessment evaluation scheme as ameans to measure development andperformance of students and as an alternativemethod for evaluation. Tanner et al. (2000)found that using portfolios as an instrument forprofessional development during a one-yearpre-service teacher education course forlanguage students demonstrate a trainee’slearning process overtime. It also illustrates anindividual’s development by strengthening thestudent teachers’ reflective skills.

In a similar vein, Song and August (2002)discovered that portfolio assessment is as valid asany standardized test in predicting the students’success in an English course. They found that non-native English students are likely to pass theirEnglish courses when they are evaluated throughthe portfolio evaluation scheme than when they arerequired to pass their standardized final written test.Song and August (2002) believed that the use ofthe portfolio assessment seems to be a moreappropriate evaluation alternative for the ESLstudents.

THE CURRENT STUDY

The portfolio assessment as an alternativemeans to evaluate the reading and writingcompetencies of both ESL and EFL students hasgained acceptance over the years. The use ofthe portfolio evaluation scheme vis-a-vis theprocess approach to writing espoused in theintroductory English course for freshmanstudents in the university may help in thedevelopment of both their writing and readingcompetencies. In this regard, the current studyaims to answer the following questions:

A. What language problems of the studentswere addressed that can make portfolioassessment an effective tool in students’self-evaluation?


B. How did the portfolio assessmentevaluation help the students developtheir communicative competencies in thecourse?

METHOD

Corpus DataThe corpus data comprised of reflective essays

written by freshman students from one privateuniversity in Manila, as part of their portfolio projectrequirement. The reflective essays were the essayswritten by the students at the end of the schoolterm in which they were requested to evaluate theirperformance for the whole term. Moreover,students were asked to assess the introductoryEnglish course and to make some suggestions forthe improvement of the course.

The 156 reflective essays that were analyzedcame from 26 sections of students from the sevendifferent colleges of the university. These werecollected from the first until the third terms of oneschool year. For each section, six essays wererequested from different teachers of theintroductory English course.

The selected reflective essays were classifiedinto three categories: High, Average, and Low toget a balanced representation from all the classes.These classifications were based on the ratingsgiven by the English teachers in the evaluation ofthe students’ portfolio projects. A student’s essayis categorized as High if he or she has a gradebetween 4.0-3.5; Average if he or she garnered agrade between 3.0-2.0, and Low if he or she hasa grade between 2.0-1.0; the grades range from4.0 (Excellent) to 1.0 (Pass) to 0.0 (Fail).

ProcedureFirst, the Portfolio Assessment project was

introduced to the teachers. They were informed ofthe rationale of this new evaluation scheme. Theobjectives, procedures, and the benefits of theportfolio evaluation were presented to them. Theywere then instructed to request their students tobring a clear book or an envelope which will serve

as the receptacle for their students’ written outputs.They were also told to instruct their students toput all the drafts and the final copies of their bestwritten output in class. The “best” works could beeither high stakes essays or low stakes writtenproducts. The following written products wereincluded in the portfolio envelopes:

1. Checklist of the written outputs includedin the portfolio envelope

2. One major essay (either argumentative orinformative)

3. One minor essay (low stakes writingactivities-descriptive, narrative, compa-rative and contrast and journal writingactivities)

4. Diagnostic essay - written evaluation of thestudents’ communicative competencies(Usually written at the beginning of thecourse)

5. Reflective essay - written evaluation of thestudents’ improvement in the class (Usuallywritten at the end of the course)

6. Assessment essays - written evaluation ofthe students’ evaluation of the best-writtenoutputs they produced for the wholeschool term (Usually written at the end ofthe course)

After the introduction of the Portfolio evaluationscheme to the English one classes, teachersproceeded with their usual classroom activities thatthey had planned for the whole term. After allwriting activities were accomplished andcompleted, teachers asked their students to collateand compile all their best written output. Thesepapers were subjected to self-evaluation on thepart of the students. The teacher provided writingprompts to facilitate the writing of the twoevaluation essays.

Students were required to submit the finalportfolio project to the teachers. Some studentswere very creative in their projects. They came upwith unique presentations that made their projectsvery interesting. The teachers made theirevaluation of their students’ performance for the


whole school term based on the students’ self-evaluation essays.

AnalysisData were analyzed by identifying all the written

perceptions of the students regarding theirimprovement and development in theircommunicative competencies in the course. All theessays were read and the students’ commentsregarding the improvement they had made in thecourse were identified.

It was noted that students went beyond thelinguistic assessment of their performance in class.They also attribute their success to the otherlearning dimensions that were involved in thedevelopment and enhancement of theircommunicative skills. The students were also ableto identify other areas of learning whereimprovements had been observed, which wereidentified and labeled as cognitive, affective andsocial dimensions of learning. These learningindicators, which are described in the next section,were instrumental in the development of thecommunicative competencies of the students forthe entire school term.

RESULTS AND DISCUSSION

The present study looked into two issuesregarding the effectiveness of the portfolioassessment as an effective evaluation scheme.First, the study inquired into language problemsthat were addressed by the portfolio assessmentas an effective tool in students’ self-evaluation. Thedata found that through this alternative self-evaluation scheme, students were able to identifysome language problems they had. Moreover, theywere able to make some improvements in theseidentified linguistic problems. The following itemswere the linguistic problems identified by thestudents:

1. Inability to write coherent paragraphs.2. Difficulty in organizing thoughts prior to

actual essay writing.

3. Minimal knowledge of writing techniquesneeded for effective writing of the essays.

4. Vocabularies need to be enriched.5. English grammar needs to be improved

specifically, tenses, subject-verb agreement,prepositions, etc.

6. There is a need to develop writing style.7. Students have to be stimulated and

encouraged to write and read.8. Oral skills need to be developed.9. Problems in reading and comprehension

should be addressed because they do notfind this communicative skill appealing.

10. Students need to be taught basic rubrics inspeaking, writing and reading.

The study also inquired into the students’perceptions as to how the portfolio assessmentevaluation helped them develop his/hercommunicative competencies in the course. Theself-evaluation indicators were categorized as:linguistic, cognitive, affective and social. TheLinguistic Dimension of the students’ self-evaluation actually refers to the specific languageimprovements they have made. Examples areimprovements in writing, development of readingcomprehension etc. The Cognitive Dimension ofthe students’ self-evaluation pertains to thedevelopment of critical thinking pertinent in writingand reading of texts. On the other hand, theAffective Dimension of the students’ self-evaluation refers to the enjoyment the studentsexperienced in the production of their written texts.Finally, the Social Dimension of the students’ self-evaluation refers to their experience of writing asa social act.

Tables 1 to 4 present the different self-evaluation indicators as revealed by the studentswhen they evaluated their performance in classand the assessment of the development of theirreading, writing, and even oral competencies forthe course.

Table 1 shows that the students generallyobserved improvement in their writing skills. Mostof the students feel that the course had somehowhelped them develop their skills and competence


in writing. Below are some examples of passagestaken from actual reflective essays indicating thestudents’ observations of the improvement in theirwriting competencies.

Example 1I can firmly say that the ENGLONE course

thoroughly met my expectations. It fulfilledit in many ways. It helped me to become abetter writer to hone into my writing skills.It helped me to learn my own individualwriting style.

Example 2In the case of writing area, this is the most

noticeable part of ENGLONE in which I greatlyimproved. Since we have writing exercisesalmost every meeting, I managed to correct mymistakes in grammar, sentence construction andusage of punctuation. I do not regret writing so

many drafts and doing numerous revisions.Instead, the more I become open-mindedtowards my mistakes and I get to see where myweakness is.

Moreover, we can notice that the studentsshowed improvement in their reading andcomprehension skills as presented by the data.They claim that reading became very easy whentheir respective teachers introduced to themdifferent reading strategies and when they wereexposed to very interesting reading texts. Beloware some of the students’ testimonies on theprogress they made on their reading skills andcomprehension.

Example 3In terms of reading, I can say that it is much

easier for me to understand whatever text Iread. Familiarity with printed, visual and

Indicators F

Developed writing skills 98Developed reading skills & comprehension 80Developed oral skills & confidence in speaking 45Improvement in writing the essay through the various writing strategies learned in class 39Improvement in writing through the various activities done in class 23Improvement in vocabulary 14Improved ability to use the English language 11Peer editing has helped improve their writing skills and style. 9Improvement in grammar 8Appreciated sessions in the English Language Laboratory which helped improve their writing skills 7Developed the habit of writing 5Developed awareness in various research methods 5Developed discipline 5Developed writing style that enabled them to produce good essays 4Developed the ability to produce good essays 4Writing has made them more aware of their strengths and weaknesses. 2

Table 1Linguistic dimension of students’ self-evaluation


geometric text was established. The readingcomprehension after each sample lessons have(sic) trained me to read even between the linesof the author. I apply strategies like contextclues or I activate my schema to understand itbetter. I did predicting which is the third one, isexciting and keeps me as well focused as I gothrough a text, and if an essay is quite loadedwith information like a procedure of anexperiment in Chemistry, I simply construct aflow chart. In that way, I can see how the ideasare presented and related. I make use of thiseveryday whether I read a newspaper in themorning read a chapter on my Botany book onlunch or put myself to sleep while reading mycurrent novel.

Example 4Reading was a hard thing for me before. I

had trouble understanding the meaning of textseven if I read it a million times. However, I amproud to announce, that today there is a newwhiz-reader in town. I have developed mycomprehension skills through much training andencouragement. I have also found a newtechnique to read and understand texts faster,both at the same time.

As seen in the data, students also claim thatthey had made progress in the i r ora lcompetencies. The English course had somehowhelped them develop confidence in speaking.Moreover, the basic rudiments in speaking thatwere introduced by their respective teacherswas very useful in the development of their oralskills. Below are passages taken from thereflective essays written by the studentspresent ing the i r observat ions on theimprovement of their oral competencies:

Example 5Through constant use of English with peers

in and out of ENGLONE class, my oral Englishskills have, as expected, continued to improve.I now have more confidence than ever with mycommand of the language... I suppose it is

inevitable that I now feel more confident incommunicating through these means.

Example 6The subject gives the students opportunity

to express themselves, may it be in oral andwritten form. We are also taught the right waysin speaking and writing. ENGLONE haspersonally helped me improve my skills. In thisclass everyone got the chance to share their newideas and express themselves on certain issues.I exploited that advantage, through that, myability greatly developed. I could say thingsdirectly and at the same time be careful not tooffend others.

Students also attribute the improvement on theirwriting competencies to the various writingactivities they had written in class for the entireschool term. They believe that writing activitiessuch as the pre-writing activities (semanticwebbing, free-writing, journal writing etc) wereeffective writing tools that aided them in theproduction of the two major essays (informativeand argumentative) that they wrote in class aspart of the major requirement of the course. Beloware samples of students’ testimonies on theimportance of the introduction of various writingactivities that helped them improve their writingcompetencies:

Example 7Our professor, Miss Sydney Gonzales, laid out

the plans for our course the whole term. I foundout that the ENGLONE we’re having wasn’tgoing to be a monotonous course. There were alot of activities which appealed to me...the rigiddraft requirements of Ms. Gonzales played amajor role in my writing development.

Example 8Some the essays were fun to do and really

got me thinking. I also learned various ways(pre-writing strategies) in order to organize mythoughts, which used to be a big problem forme... Almost everyday, we do reading and


writing exercises that on my past is a burden.But as the term goes on, I am able to realize howimportant this exercise for me and the rest of theclass. It helped me develop more writing andreading skills and I don’t anymore see reading andwriting exercise as a burden but as a blessing forall of us.

The students also observed other improvementsaside from the development of their communicativecompetencies. They had also observed improvementin the development of critical thinking pertinent toeffective writing and comprehension of texts. Theyalso claim that the course helped them organize theirthoughts when they wrote their essays or when theywere presenting oral reports.

As shown in Table 2, students attest that thecourse was instrumental in the development ofcritical thinking. Through the class discussions theyhad with their teachers and the introduction ofdifferent reading text types, their higher cognitiveskills were honed. Below are some of the passagestaken from the students’ reflective essays attestingto the development of critical thinking.

Example 9Analyzing texts is one of my weaknesses

before I enrolled in this class. There are timesthat I really wanted to read complicated books,but I always end up reading the dictionary just tolook for the meaning of unfamiliar words. Nowthat I’m more exposed to different essays withmuch more mature tone, I was able to enhancemy skill in critiquing each of them and to comeup with a valid judgement.

Example 10Reading and comprehension also took place

within our fourteen weeks of classes. We hadcritically read essays by going beyondknowledge and comprehension. Thinking skillsare important while reading to fully understand,the thinking skills involve application, analysis,synthesis and evaluation.

The writing experiences that the students hadappears to have contributed also to the developmentof their communicative competencies. Specifically, thestudents claim that the teachers’ comments andsuggestions on their written output had made themmore conscious of the act of writing and thedevelopment of their written products in class.

As shown in Table 3, students noticed that theirwritten outputs were more meaningful when theirrespective writing teachers exerted extra effort toput comments on their written works that they valuevery much. Moreover, the encouragement theyreceived from their teachers inspired them to writevery good and substantial written output. Otherseven claim that their writing teachers wereinstrumental for the love for writing which they haddeveloped while taking the course. Below are someof the testimonies written by the students that showedthe importance of their teachers’ comments andsuggestions and how it made them better writers.

Example 11With English One, my hungry thoughts were

filled, my raging ideas were consoled, my naiveattitude was enlightened, and my dreams- for

Table 2Cognitive dimension of students’ self-evaluation

Indicator F

Developed critical thinking 27Developed the ability to organize 8

thoughtsDeveloped awareness of important 1

tools for learning

Table 3Affective dimension of students’ self-evaluation

Indicator F

Comments & suggestions made by 34the teacher helped them developtheir writing

Developed a sense of fulfillment in 4writing

Writing the essays challenged them to 2do their best


sure, are acknowledged. What is more to life thanhaving a beautiful experience with a mentor whois able to grasp the peculiarity of my subsistence?Just when I thought that there is no place formy writings to be read, here comes a journeywith great students and a great mentor whohave unconsciously, molded me to become thewriter that I have always wanted to be.

Example 12I have felt that our teacher tried to reach us

and help us by giving suggestions and privateconversations about our work...It is a privilegeto be a student and study a course that has justbeen starting with a teacher to guide us allthroughout.

The students did not only evaluate theimprovements they had made in their written, oraland reading skills for the whole term. They alsoobserved that these communicative skills areessential to their existence as students in theuniversity. The different strategies in reading, writingand speaking were very useful for their othercourses. They also realized the value of readingand writing in their lives.

Below are some of the testimonies of studentsas they claimed that the development ofcommunicative competencies is essential in theirdaily existence.

Example 13Indeed, this course did not only teach me as

a student but also developed me as a human,ready to face the challenges of life. I found out

Table 4Social dimension of students’ self-evaluation

Indicators F

They were made aware of theimportance of reading and writing inone’s life

8

The writing skills learned were usefulin other subjects 8

The writing experiences exposedthem to the different social realities. 6

that whenever we write something about itwould be best to put feelings and to try toconverse with the readers so that they woulddrive with the thoughts and emotions we hadcreated and placed in our essays.

Example 14I may say that my ability to use the English

language has certainly improved because of thethings that I have learned in ENGLONE. Theworkshops and sessions in ENGLONE helpedme enhance my ability to read and comprehendEnglish. Even though I hadn’t mastered Englishwell, I believe that my skills will be enough forme to compete in the outside world where theEnglish language is the basic means ofcommunication.

CONCLUSIONS

This study looked into two issues regarding theeffectiveness of the portfolio assessment as aneffective evaluation scheme. First, the studyinquired into what language problems areaddressed by the portfolio assessment as aneffective tool in students’ self-evaluation. The datafound that through this alternative self-evaluationscheme, students are able to identify the languageproblems they had. Moreover, they were able tomake some improvements in these identifiedlinguistic problems.

In addition, the students were able to identifyfour areas of improvement as reflected in theirevaluation essays. These are: linguistic,cognitive, affective and social. The students’evaluation of their performance and theimprovement of the i r communicat ivecompetencies went beyond the identification ofthe linguistic problems they had. Through theirhonest and sincere assessment of theirperformance in the English course, the freshmanstudents also shared their insights on theirappreciation of the course and the teachers theyhad who were instrumental in the improvementof their communicative competencies.


The portfolio assessment opened channels ofcommunication between the teachers and thestudents. Students were given free reign to evaluatetheir own performance and assess their best essayswhich they themselves chose. This alternativeevaluation scheme has given the students theawareness to know their strengths andweaknesses. Also, they were made to appreciatetheir written output as they were challenged toproduce substantial and good essays.

What is really important in the institution of theportfolio evaluation is the ability of the students todevelop learning autonomy (Mirador, 1998). It isonly after the students are trained to think forthemselves and trust their capabilities that successin ESL writing can be achieved. Students learn tobe independent thinkers when they are given theopportunity to monitor their own progress in thedevelopment of all the macro-skills needed for theircourse. The learning process cannot be successfulunless the learner achieves full autonomy forhimself.

REFERENCES

Burke, K.R., Fogarty, R. & Belgrad, S. (1994).The mindful school: The portfolio connection.Arlington Heights, Illinois: Skylight Training andPublishing.

Danielson, C. & Abrutyn, L. (1997). Anintroduction to using portfolios in theclassroom. Virginia: Association for Supervisionand Curriculum Development.

Flood, J. & Lapp, D. (1989). Reporting readingprogress: A comparison portfolio for parents.The Reading Teacher, 42, 508-514.

Gomez, M.L. Graue, M.E. & Bloch, M.N. (1991).Reassessing portfolio assessment: Rhetoric andreality. Language Arts, 68(8), 620-628.

Jongsma, K.S. (1989). Portfolio assessment. TheReading Teacher, 43, 264-265.

Mirador, J. (1998). On my own, pretending you’rebeside me: Autonomy in the making. TeachingEnglish for Specific Purposes, 11, 15-34.

Moya, S. & Malley, J.M. (1994). A portfolioassessment model for ESL. The Journal ofEducational Issues of Language MinorityStudents,13, 13-36.

Song, B. & August, B. (2002). Using portfolios toassess the writing of ESL students: A powerfulalternative? Journal of Second LanguageWriting, 11, 49-72.

Tanner, R., Longayroux, D. Beijaared, D., &Verloop, N. (2000). Piloting portfolios: Usingportfolio in pre-service teacher education. ELTJournal, (54) 1, 20-30.

Wolf, D.P. (1989). Portfolio Assessment: Samplingstudent work. Educational Leadership, 46(7),41-47.

a study on portfolio assessment as an effective student self

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