Using the portfolio model to assess the writing competence
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Abstract
The article revisits portfolio assessment and explores the positive impact of its digital format on students' development of writing competence in the Algerian context. It highlights the differences between traditional standardized tests and authentic assessment models, namely portfolio assessment. It also examines the reasons that preclude the introduction of such an alternative assessment model in Algerian EFL classes and offers solutions and recommendations, based on the portfolio's and its digital format's advantages, to encourage Algerian teachers to use them in their classes. Finally, the article addresses some of the challenges associated with portfolio validity and reliability, and suggests solutions to reinforce them.
Keywords: assessment; authentic assessment; evaluation; e-portfolio; portfolio.
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