Portfolio assessment: A frontier educational method in ESL classroom

From the literature reviewed, it was important to perform this study for the reason to explore students and teachers´ perceptions of having this portfolio assessment in English as a Second Language (ESL) classrooms. A qualitative case study method was carried out in this study in order to learn about portfolio assessment in ESL writing classrooms within the selected population. The explanation would not only focus on statistics, but on the real description of an observation. The findings indicated that both the teachers and students were satisfied with the positive outcomes of the integration of portfolio assessment in the ESL classroom. This study was important since there were limited studies done in this alternative assessment which provide fruitful results in that the learning has become more effective, motivating and interesting for the learners.