Using Portfolios as Alternative Assessment in Writing Class

In recent years, portfolio also has received much attention as an alternative assessment. Especially in ESL writing class, it can be used as a good assessment measure to develop reflective awareness through self-assessment and peer-assessment. The present study investigated students perception on portfolio assessment in college writing class and how the different types of feedback in the portfolio assessment helped students writing improvement. The subjects in this study were 23 juniors at a college in Korea. The portfolio assessment was conducted based on a schedule of assessment where three types of assessment were conducted: self-assessment, peer-evaluation, and portfolio conferences. The data was collected through students portfolios, students reflection sheets, peer-feedback sheets, and informal interviews in the portfolio writing conferences. The results showed that the students, through different types feedback, developed their writing skill, reflected much on their work, and showed progress in writing. Students could develop both on accuracy and fluency in writing. In addition, the use of portfolios in writing class had sufficient advantages in that students not only developed writing skills but also gained confidence in writing.