earticle

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This paper details the use of portfolio assessment as an alternative to summative and formative testing in two English language courses at Khon Kaen University in Thailand as a part of a TESOL double degree program with Northern Arizona University. Portfolios for participant students were created over the course of one semester and used as a component in the students’ final grades for two courses. After the final portfolios were submitted, but before final grades were made public, data was collected regarding student and instructor attitudes toward the use of portfolios as a component in the students’ final grades. The data show that a majority of both students and teachers preferred portfolio assessment to traditional testing.