indirect and inauthentic.” Also, according to Dikli .S, 2003 mentioned about Mitchell 1992, in Law and Eckes, 1995, p. 29 who underline the same issue that testing or
standardized test can be defined as “single-occasion, unidimensional, timed exercise, usually in multiple choice or short-answer form.” Furthermore, he adds that this kind of assessment
tool has been so long time implemented in the past in the traditional classroom setting where the purpose is to measure students’ attainment during the learning process.
2. Alternative assessment – Portfolios
One of the alternative assessment tools which are mostly used as the evaluation tools is portfolios. Fred .G, John A. S., 2007, p.99 defines that “a portfolio is a purposeful
collection of students’ work that demonstrate to students and others their effort, progress, and achievements in given areas.” Also, according to Bailey. M, 1998, p. 216 stated that “…the
collection must include student participation in selecting contents, the criteria for judging merit, and evidence of student self- reflection”. Besides, it is similarly to what is proposed by
Mustafa 2010 who states that portfolio is defined as a regular and well-conducted collection of a student’s works that can be considered as the direct evidence of a student’s efforts,
accomplishments and advancement throughout a period of time. In the broader definition of portfolio, it is considered to be “a purposeful collection of student work that exhibits students
efforts, progress, and achievements” Snavely and Wright, 2003; p.3 as well as a teaching tool which helps the development of language skills of the student.
Portfolios have been one of the most pervasive innovations recommended by educational reformers of the 1980s and 1990s. Also, the goal of all assessments is to
document or certify knowledge gained or skills developed by students Grace, 1992, p.1. From that obvious statements, teachers instructed students to choose representative pieces of
work from classroom assignments and to place them in folders. Adam 1998 views that portfolio can present a wide range perspective of learning process for students and enables a
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continuous feedback for them. On the one hand, portfolio is also a strong device that helps students to gain important abilities such as self assessment, critical thinking and monitoring
one’s own learning Austrias, 1994; Micklo, 1997.
C. The advantages and disadvantages of portfolio-based assessment
1. The advantages of Portfolio-based assessment
The effectiveness of portfolio-based assessment can be seen from the advantages that it reveals. One good of the advantages of portfolio is that portfolio provides the teacher clear
description of hisher students, especially their achievement in learning,
Gerber. R Bezuidenhout, A. 2002
. Moreover, Mustafa, 2010, p. 224 asserts Gosselin 1998’s argument that: Portfolio can be used to examine and record learner progress at certain
intervals in the learning process. The teacher can monitor hisher students through the work that they received from the collection of works in portfolio itself. So, this will make the
teachers be able to know more about their students’ weakness and strength so that they know what to improve in their teaching and learning in order to increase students’ progress in
learning. Margery .H, 2005 reveals the advantages of Portfolio as a method of learning and
assessment. The findings show that the portfolio-based assessment provides some advantages in the below:
- Assessing and promoting critical thinking
- Encouraging students to become accountable and responsible for their own learning
i.e.,self-directed, active, peer-supported, adult learning. -
Accomodating diverse learning styles, though they are not suitable for all learning styles.
- Monitoring and assessing students’ progress over time.
- Integrating learning and assessment.
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