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RESEARCH PRODUCT

Portfolio: Integrating Writing, Learning and Assessment

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description

This chapter examines portfolio assessment as a tool to support learning by integrating writing in various learning tasks and environments. The author argues that the constructivist and socioconstructivist views of learning necessitate new ideas also in the assessment where the learners have the main role and where the partnership between students and teachers has to be renegotiated. In particular, renegotiation is needed in making decisions on assessment criteria for writing and learning that respect learners’ individuality and diversity and empower students with regard to their learning. The learning, assessment and negotiation can take place in various ways and environments. Accordingly, the portfolios can be composed in many forms, including technology-supported and virtual contexts.