The Perceptions and Practices on Portfolio Assessment

With the implementation of the new program for primary schools in 2005 by the Ministry of National Education in Turkey, alternative assessments, especially portfolio assessment, have become important for evaluating students achievement. One of the main emphasis of the new program was about being independent learners who search for information, monitor each others performance, and work together for reciprocal achievement. Among many dimensions of assessment, the new program obligated teachers to evaluate their students success by considering portfolios as assessment sources. Hence, this study aims to explore how teachers perceive and practise portfolio assessment. Moreover, the study provides information about the attitudes and performances of the students on portfolio tasks.

Autorentext

He graduated from Foreign Language Education Department, Middle East Technical University, TURKEY in 2003. He has been teaching English from kindergarten to high school for ten years. He has presented and published papers at international conferences and journals about portfolios. He is interested in online collaboration in education.