A Framework for Portfolio Assessment in the Foreign Language Classroom

Abstract:Although foreign language teachers are well‐acquainted with the benefits of portfolio assessment, many teachers report difficulties implementing portfolios successfully in their classrooms(Bamhardt et al., 1998; Calfee & Perfumo, 1993; Herman et al., 1996; Padilla et al., 1996). This article outlines a framework for portfolio assessment. This framework offers foreign language teachers a model for systematically designing and implementing assessment portfolios and gives them a tool with which to conduct further research on the assessment technique. The framework guides teachers through important technical decisions, such as setting the purpose, identifying clear objectives, and establishing meaningful criteria for portfolio assessment. Other issues discussed include determining portfolio contents, organizing the portfolio, and monitoring and evaluating the process.