Abstract
In this chapter, I discuss a key aspect of writing portfolio assessment, namely feedback which conceptually underpins reflection and self-assessment. Here, feedback refers to both verbal and written ones which support effective learning. First, the role of feedback in portfolio assessment will be defined and then exemplified. Second, the relationship between feedback and self-regulated learning is discussed, because formative feedback is able to motivate students to monitor, regulate and evaluate their composing processes. Third, using self-regulatory feedback as a form of learning-enhancing classroom assessment is explained. Fourth, I present how two writing teachers experimented with diverse portfolio systems, with one trying out different strategies of feedback provision and the other innovating feedback about self-regulation. Drawing upon these two cases, I argue for the importance of nurturing feedback literacy among teachers, students and administrators in the portfolio-based classroom setting. Finally, the chapter concludes with an evaluation task analyzing the feedback practices in the aforementioned case studies and a discussion task suggesting how to make feedback utilization a sustainable learning experience.
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Lam, R. (2018). Feedback in Writing Portfolio Assessment. In: Portfolio Assessment for the Teaching and Learning of Writing. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1174-1_5
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DOI: https://doi.org/10.1007/978-981-13-1174-1_5
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