Arguing for the use of portfolio in L2 classrooms

Abstract

Pursuing the traditional assessment in education has been a subject of considerable debate among educational experts particularly in language teaching. Depending on the needs of societies, suitable facilities, the purposes of the curricula, and highly educational demands, alternative assessment has been considered to meet the required outcomes. Portfolio, the most well-known of alternative assessments, is generally considered a purposeful collection of student work that shows the student's effort, progress, and achievement in a target area as it not only provides a source for assessment but also enhances learning opportunities. Teachers, students, and researchers need to be well briefed on the benefits of portfolio in the classrooms. However, portfolio is not a perfect assessment tool specially with respect to grading on a large scale, its subjective design, logistic application, and reliability. To enjoy a probable foolproof assessment in language teaching, newer methods and approaches that assist a better and more authentic assessment should be welcomed. © 2011 ACADEMY PUBLISHER Manufactured in Finland.