A framework for portfolio assessment in the foreign language classroom

被引：25

作者：

Delett, JS ^{[1
]}

Barnhardt, S

Kevorkian, JA

机构：

[1] George Washington Univ, Natl Capital Language Resource Ctr, Washington, DC 20052 USA

[2] Community Coll Baltimore Cty, Baltimore, MD USA

[3] Beltsville Acad Ctr, Beltsville, MD USA

来源：

FOREIGN LANGUAGE ANNALS | 2001年 / 34卷 / 06期

关键词：

D O I：

10.1111/j.1944-9720.2001.tb02103.x

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Although foreign language teachers are well-acquainted with the benefits of portfolio assessment, many teachers report difficulties implementing portfolios successfully in their classrooms (Barnhardt et at., 1998; Calfee & Peifiovo, 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 vith 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.

引用

页码：559 / 568

页数：10