Abstract
A process-approach to writing is often overlooked in favour of tests and the products of writing. The Showcase Portfolio Approach was introduced in Hong Kong as a viable alternative to more traditional writing assessments in order to encourage self-reflection, revision and metacognition for writing. Using case studies from two different school levels, this chapter outlines pedagogic practices for the classroom and for creating reflective journals in which students consider the quality of their written work according to prompts provided by the teacher.
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Acknowledgements
The work described in this chapter was fully supported by a grant from the Research Grants Council of the Hong Kong Special Administrative Region, China (HKBU 22400414).
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Questions for Reflection
Questions for Reflection
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1.
In what ways, if any, do you use features of SPA in your approach to teaching writing?
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2.
In your work environment, what are the major facilitating factors that support the use of portfolio assessment in general or SPA in particular as one form of writing pedagogy?
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3.
What challenges are there for your students in using self-reflection for writing portfolios?
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4.
How would you adapt the procedures of SPA to make them more pedagogically suitable and/or practical for writing instruction in your teaching and learning context?
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Lam, R. (2018). Promoting Self-Reflection in Writing: A Showcase Portfolio Approach. In: Burns, A., Siegel, J. (eds) International Perspectives on Teaching the Four Skills in ELT. International Perspectives on English Language Teaching. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-63444-9_16
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DOI: https://doi.org/10.1007/978-3-319-63444-9_16
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