1,284
Views
10
CrossRef citations to date
0
Altmetric
Research Article

Writing portfolio assessment in practice: individual, institutional, and systemic issues

Pages 169-182 | Received 30 Jan 2017, Accepted 24 Jun 2019, Published online: 25 Nov 2019

References

  • Aydin, S. (2010). EFL writers’ perceptions of portfolio keeping. Assessing Writing, 15(3), 194–203.
  • Behizadeh, N. (2014). Mitigating the dangers of a single story: Creating large-scale writing assessments aligned with sociocultural theory. Educational Researcher, 43(3), 125–136.
  • Belgrad, S. F. (2013). Portfolios and e-portfolios: Student reflection, self-assessment, and global setting in the learning process. In J. H. McMillan (Ed.), Sage handbook of research on classroom assessment (pp. 331–346). Los Angeles: Sage.
  • Berry, R., & Adamson, B. (2011). Assessment reform past, present and future. In R. Berry & B. Adamson (Eds.), Assessment reform in education: Policy and practice (pp. 3–14). London, UK: Springer.
  • Burner, T. (2014). The potential formative benefits of portfolio assessment in second and foreign language writing contexts: A review of the literature. Studies in Educational Evaluation, 43, 139–149.
  • Carless, D. (2011). From testing to productive student learning: Implementing formative assessment in confucian-heritage settings. New York: Routledge.
  • Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325.
  • Chen, Y. (2006). EFL instruction and assessment with portfolios: A case study in Taiwan. Asian EFL Journal, 8(1), 69–96. Retrieved from http://www.asian-efl-journal.com/March06_ymc.pdf
  • Clarke, J. L., & Boud, D. (2016). Refocusing portfolio assessment: Curating for feedback and portrayal. Innovations in Education and Teaching International. doi:10.1080/14703297.2016.1250664
  • Dann, R. (2014). Assessment as learning: Blurring the boundaries of assessment and learning for theory, policy and practice. Assessment in Education: Principles, Policy & Practice, 21(2), 149–166.
  • Delett, J. S., Barnhardt, S., & Kevorkian, J. A. (2001). A framework for portfolio assessment in the foreign language classroom. Foreign Language Annals, 34(6), 559–568.
  • Earl, L. M. (2013). Assessment as learning: Using classroom assessment to maximize student learning (2nd ed.). Thousand Oaks, CA: Corwin.
  • Fulmer, G. W., Lee, I. C. H., & Tan, K. H. K. (2015). Multi-level model of contextual factors and teachers’ assessment practices: An integrative review of research. Assessment in Education: Principles, Policy & Practice, 22(4), 475–494.
  • Genesee, F., & Upshur, J. A. (1996). Classroom-based evaluation in second language education. New York: Cambridge University Press.
  • Hamp-Lyons, L. (2006). Feedback in portfolio-based writing courses. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing contexts and issues (pp. 140–161). London: Cambridge University Press.
  • Hamp-Lyons, L. (2007). The impact of testing practices on teaching: Ideologies and alternatives. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 487–504). Norwell, MA: Springer.
  • Hamp-Lyons, L. (2016). Purposes of assessment. In D. Tsagari & J. Banerjee (Eds.), Handbook of second language assessment (pp. 13–27). Germany: De Gruyter.
  • Hamp-Lyons, L., & Condon, W. (2000). Assessing the portfolio: Issues for research, theory and practice. Cresskill, NJ: Hampton Press.
  • Hirvela, A., & Sweetland, Y. L. (2005). Two case studies of L2 writers’ experiences across learning-directed portfolio contexts. Assessing Writing, 10(3), 192–213.
  • James, M. (2008). Assessment and learning. In S. Swaffield (Ed.), Unlocking assessment: Understanding for reflection and application (pp. 20–35). Abingdon, Oxon: Routledge.
  • Klenowski, V. (2002). Developing portfolios for learning and assessment: Processes and principles. London: Routledge Falmer.
  • Klenowski, V. (2009). Assessment for learning revisited: An Asia-Pacific perspective. Assessment in Education: Principles, Policy and Practice, 16(3), 263–268.
  • Lam, R. (2013). Two portfolio systems: EFL students’ perceptions of writing ability, text improvement, and feedback. Assessing Writing, 18(2), 132–153.
  • Lam, R. (2014). Promoting self-regulated learning through portfolio assessment: Testimony and recommendations. Assessment & Evaluation in Higher Education, 39(6), 699–714.
  • Lam, R. (2017). Taking stock of portfolio assessment scholarship: From research to practice. Assessing Writing, 31, 84–97.
  • Lam, R. (2018a). Promoting self-reflection in writing: A showcase portfolio approach. In A. Burns & J. Siegel (Eds.), International Perspectives on Teaching Skills in ELT (pp. 219–231). London: Palgrave MacMillan.
  • Lam, R. (2018b). Teacher learning of portfolio assessment practices: Testimonies of two writing teachers. In M. F. Hill & H. Jiang (Eds.), Teacher learning from classroom assessment: Perspectives from Asia Pacific (pp. 99–118). New York: Springer.
  • Lam, R., & Lee, I. (2010). Balancing the dual functions of portfolio assessment. ELT Journal, 64(1), 54–64.
  • Lee, I. (2011). Issues and challenges in teaching and learning EFL writing: The case of Hong Kong. In T. Cimasko & M. Reichelt (Eds.), Foreign language writing instruction: Principles and practices (pp. 118–137). Anderson, SC: Parlor Press.
  • Lee, I. (2016). Teacher education on feedback in EFL writing: Issues, challenges, and future directions. TESOL Quarterly, 50(2), 518–527.
  • Lo, Y. F. (2010). Implementing reflective portfolios for promoting autonomous learning among EFL college students in Taiwan. Language Teaching Research, 14(1), 77–95.
  • Murphy, S. (1994). Portfolios and curriculum reform: Patterns in practice. Assessing Writing, 1(2), 175–206.
  • Panadero, E., & Romero, M. (2014). To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy. Assessment in Education: Principles, Policy & Practice, 21(2), 133–148.
  • Richardson, S. (2000). Students’ conditioned response to teachers’ response: Portfolio proponents, take note! Assessing Writing, 7(2), 117–141.
  • Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535–550.
  • Scott, T. (2005). Creating the subject of portfolios: Reflective writing and the conveyance of institutional prerogatives. Written Communication, 22(3), 3–35.
  • Song, B., & August, B. (2002). Using portfolios to assess the writing of ESL students: A powerful alternative? Journal of Second Language Writing, 11(1), 49–72.
  • Tan, C., & Chua, C. S. K. (2015). Education policy borrowing in China: Has the West wind overpowered the East wind? Compare: A Journal of Comparative and International Education, 45(5), 686–704.
  • Weigle, S. C. (2007). Teaching writing teachers about assessment. Journal of Second Language Writing, 16(3), 194–209.
  • Weigle, S.C. (2002). Assessing writing. Cambridge: Cambridge University Press.
  • White, E. M. (2005). The scoring of writing portfolios: Phase 2. College Composition and Communication, 56(4), 581–599. Retrieved from http://www.jstor.org/stable/30037887
  • Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162.
  • Yancey, K. B. (1998). Reflection in the Writing Classroom. Logan, UT: Utah State University Press.
  • Ziegler, N. A., & Moeller, A. J. (2012). Increasing self-regulated learning through the LinguaFolio. Foreign Language Annals, 45(3), 330–348.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.