Abstract
In this chapter, I will thoroughly discuss the theoretical foundation of writing portfolio assessment from two major perspectives: transformation of writing instruction and evolution of writing assessment in the past three decades. Second, I will describe the three assessment paradigms, namely psychometric, teacher-based and individualized paradigms which theoretically underpin the use of indirect tests, direct tests and performance assessments in the history of writing assessment, respectively. Third, I will systematically review the trends, outcomes and impacts of portfolio assessment in the contexts of L1/L2 composition and educational assessment research. Afterwards, the relationship between the arrival of writing portfolio assessment and global assessment reform movement is further explored and synthesized to enrich key stakeholders’ understanding of the theoretical and pedagogical contributions made by the portfolio approach. Finally, I will examine the possible tensions and challenges when writing portfolio assessment is introduced in a larger examination-oriented culture such as Hong Kong. The chapter ends with a group activity about developing a portfolio programme and a reflection task on examining the issues of direct tests and performance assessment of writing.
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Lam, R. (2018). Theoretical Basis of Writing Portfolio Assessment. In: Portfolio Assessment for the Teaching and Learning of Writing. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1174-1_2
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DOI: https://doi.org/10.1007/978-981-13-1174-1_2
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