Abstract

This paper describes the results of an investigation into the use of portfolio assessment (PA) in Chinese context, beginning with a survey of the rationale for the use of portfolios with students. Then the empirical study is presented and the teacher’s and the student’s as well as the English teaching advisor’s voices are revealed through excerpts collected from the questionnaire and the interviews. The findings show that portfolio assessment is in its infancy. The factors that might have hindered its progress are discussed.

This work is licensed under a Creative Commons Attribution 4.0 License.