Action Research Of Portfolio Assessment In Writing In English As A Foreign Language While Teaching Preparatory School Students In Georgia
The goal of the article is to gain an insight into students’ view on portfolio assessment of English as a foreignlanguage (EFL) writing. Eleven students from Preparatory School at International Black Sea University who had notbeen successful in language study either at school or during one year at preparatory school and, correspondingly,needed a radically new approach to teaching writing. During a two-month summer course in writing portfolioassessment of their writing skills was applied to them for formative assessment. This time the students passed thetesting. Then they were interviewed to find out whether the students thought it was more efficient than the weeklytesting they had had the previous year of studies. The respondents’ answers revealed several reasons why studentswere more satisfied with portfolio assessment than with testing.