a framework for portfolio assessment in the foreign language classroom英文资料.pdf

FOREIGN LANGUAGE ANNALS . VOL. 34, NO. 6 559
A Framework for Portfolio
Assessment in the Foreign
Language Classroom
Jennifer S. Delett
The e Washington University
Sarah Barnhardt
munity College of Baltimore County
Jennifer A. Kevorkian
Beltsville Academic Center
Abstract: Although foreign language teachers are well-acquainted with the benefits of portfo-
lio assessment, many teachers report difficulties implementing portfolios essfully in their
classrooms (Bamhardt et al., 1998; Calfee , 1993; Herman et al., 1996; Padilla et al.,
1996). This article outlines aframework for portfolio assessment. This framework offers foreign
language teachers a model for systematically designing and implementing assessment portfolios
and gives them a tool with 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.
Introduction
The recent emphasis in foreign language education on student performance has resulted in a
reevaluation of instruction and assessment approaches. In the area of assessment,