Portfolio as an alternative assessment strategy: Process and product

The public examination system and school assessment in Hong Kong predominantly employ traditional standardized tests characterized by pencil and paper formats, multiple-choice responses and time-restricted completion. It has becoming evident that the results of these tests are not sufficient in telling how pupils engage in the learning process and their progress in learning. An alternative strategy is using portfolio assessment, which is authentic in nature, offers multiple indicators of pupil progress, encourages pupils to take an active role in their learning, affords teachers new roles in the assessment process, and encourages pupils to demonstrate what they know in ways that encompass their personal learning styles (Vogt et al., 1993; McLaughlin & Vogt, 1996). To promote such assessment strategy and ensure its successful implementation in schools, there is a need for teachers to be aware of the development. And in order to enable teachers use it with their pupils, they must experience it themselves (Wolf et al., 1995). This paper will (1) explore the concept of portfolio assessment; (2) identify its characteristics; (3) examine the underlying principles and theories; and (4) share the resources and experiences in student-teachers' learning through this strategy (Nicholson, 1999a; 1999b).