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Portfolios have been most widely used in the teaching of reading and writing, with a strong focus on classroom instruction, student ownership and self-evaluation, and teacher autonomy (Carter et al., 1991; Graves, 1983). More recently, portfolios have been proposed and adopted as statewide student assessment management tools in addition to or instead of standardized achievement test data (Baron, 1992; Brewer, 1990; O'Neil, 1992; Rothman, 1990). Provided that the purpose of portfolio contents is to expand understanding of a student's growth based on multiple measures, different kinds of test and non-test data can be included in a portfolio. Portfolios might also contain required information for state- or district- wide systems, but these data need not dominate or divert portfolio assessment from being used to inform classroom instruction (Paesani, 2006).
About the author
Fatemeh Alipanahi recibió un doctorado en TESL de la Universidad Allameh Tabatabai, Teherán-Irán, en marzo de 2000, su maestría de la Universidad Bloomington de Indiana (Estados Unidos) y su licenciatura de la Universidad Tabriz de Irán. En general, ha sido una estudiante sobresaliente. Es una experimentada profesora de TESL. Fue profesora asistente a tiempo completo durante 30 años en la Universidad de Zanjan.
