Abstract
Writing portfolios have been popular for quite some time. One of the major characteristics that often defines the use of the portfolio system is self-assessment. This study employed an action research approach. In a school context (Hong Kong) governed by one-shot high-stakes writing assessment (IELTS), a portfolio-based curriculum was developed, and data regarding it success was gathered and reported on. The article focused on student and teacher perceptions as to the benefits of self-assessment.
| Original language | English |
|---|---|
| Pages (from-to) | 16-34 |
| Number of pages | 19 |
| Journal | TESL Reporter |
| Volume | 43 |
| Issue number | 2 |
| Publication status | Published - 5 Oct 2010 |