According to Segers (2008) ‘a portfolio is a purposeful collection of examples of learning
collected over a period of time, and gives visible and detailed evidence
of a person’s attainment of competence’ . This tool makes a great alternative assessment which decreases learners’ dependence on textbooks, worksheets, tests that gives important emphasis
to a teacher-centered learning and less autonomy.
Although portfolios provide valuable advantages to ESL/EFL assessment, Soruc (2011) shows in his study that as any other assessment tool, assessing with portfolios can have certain limitations or drawbacks such as lack of objectivity from the teacher when assigning grades and, difficulties related to time constraints that might result in a lack of motivation from the students and an unpleasant experience for everybody.
Although portfolios provide valuable advantages to ESL/EFL assessment, Soruc (2011) shows in his study that as any other assessment tool, assessing with portfolios can have certain limitations or drawbacks such as lack of objectivity from the teacher when assigning grades and, difficulties related to time constraints that might result in a lack of motivation from the students and an unpleasant experience for everybody.
Soruc (2011) mentions some possible consequences of the misuse of portfolios in his report about Teachers and Students’ Perceptions regarding Portfolio Assessment in an EFL context. Soruc states that "The pursuit taking place between teachers and students has strongly proved that an incoherent and disorganized alternative assessment tool may progressively reduce students’ enthusiasm and enervate portfolio’s authenticity and tendency to promote autonomy of learners".
That's why it results very important to be as clear and specific as possible with your students about the characteristics of the portfolio, as well as the kind of work that it should reflect. Although the teacher is the one who is originally in charge of setting the tasks and guiding the students in the portfolio making process, it is always essential to take into account that the students actually have a say in the decision making stage of the project; which makes them active part of it.
In that note, communication becomes of extreme importance in the development of this tool and its assessment, so both parties can have a clear picture of what is expected to accomplish with the portfolio; and in this way, preventing misunderstandings regarding content and materials included in the portfolio, as well as its assessment.
The use of portfolios should not be taken lightly. Teachers must always
evaluate how suiting or convenient this tool is for every group. Remember, not everything works for everybody.
Here you will find an example of how the decision making process to establish guidelines for a portfolio can be conducted.
