Effectiveness of writing portfolios and peer assessment in literacy evaluation

Two of the most effective assessments of literacy skills include writing portfolios, and peer- and self-assessments. Peer and self-assessments are student-led practices, which have been liked with measurable improvements in core skills development in writing, as well as increased accountability in the classroom, increased social interactions, and increased accuracy (Harris & Brown, 2013). Writing portfolios have for decades been a reliable method of assessing writing literacy, capturing a “richer array of what students know and can do” as well as revealing the “processes by which students produce work,” (Arter & Spandel, 1992, p. 36). Both writing portfolios and peer- and self-assessments offer the means for instructors to develop the “careful and rigorous approach” that leads to meaningful and accurate assessments of literacy (Scharf, Elliot, Huey, et al, 2007, p. 462). Writing portfolios and peer- and self-assessments also offer the potential for multifaceted assessments that extend beyond the measurement of core literacy modes, such as by allowing instructors to simultaneously assess information literacy.
Portfolios have become a “buzz word,” requiring a clear definition of what a writing portfolio actually entails (Arter & Spandel, 1992, p. 36). At the very least, a writing portfolio is a collection of the student’s written work. However, a writing portfolio is not just an arbitrary selection of writing samples, but one that has been purposefully curated. The writing portfolio should “tell a story,” not in terms of substantive content necessarily but in terms of the student’s own progress or learning journey (Arter & Spandel, 1992, p. 36). In addition to writing samples that fulfill specific assignment instructions, the writing portfolio should ideally include students’ written self-reflections. If writing portfolios are to be integrated into an instructor’s assessment arsenal, then it is best to create clear criteria for evaluation to prevent bias and to ensure consistency. Unfortunately, research reveals that few instructors possess formal training in how to properly implement writing portfolios as an assessment tool (Crusan, Plakans & Gebril, 2016).
Likewise, instructors may be insufficiently trained in how to use peer and self-assessments (Crusan, Plakans & Gebril, 2016; Xu & Carless, 2016). Peer and self-assessments can be some of the most fruitful means of creating a collaborative learning environment, encouraging both cognitive scaffolding and “social-affective support” in the classroom (Xu & Carless, 2016, p. 1082). To improve the methods by which peer and self-assessments take place in classrooms, Harris & Brown (2013) recommend formal student training in how to perform both peer and self-assessments. Both teachers and students need a “deeper understanding” of how to use peer and self-assessments for improvement and also for self-regulation (Harris & Brown, 2013, p. 101). When peer and self-assessments are integrated into pedagogical practices, they can transform the educational environment, improve student outcomes, and promote general improvement, accountability, social interaction, and accuracy (Harris & Brown, 2013).
Writing portfolios and peer and self-assessments have similar benefits and drawbacks. Their mutual drawbacks include the need for greater training and standardization practices. When they are implemented consistently and effectively in the classroom, though, both writing portfolios and peer and self-assessments can accurately and reliably help measure student performance on meeting writing literacy objectives. The writing portfolios are shared only with the instructor, allowing for thoughtful and ongoing feedback that takes growth and progress into consideration. Peer and self-assessments are beneficial to all students in the classroom, encouraging an academic climate of honesty while each student assesses overall progress relative to peers. When writing literacy skills are the core learning objective, both writing portfolios and peer and self-assessments complement each other as meaningful assessment tools.







References

Arter, J.A. & Spandel, V. (1992). Using portfolios of student work in instruction and assessment. Educational Measurement: Issues and Practice 11(1): 36-44.
Crusan, D., Plakans, L. & Gebril, A. (2016). Writing assessment literacy. Assessing Writing 28(2016): 43-56.
Harris, L.R. & Brown, G.T.L. (2013). Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning. Teaching and Teacher Education 36(2013): 101-111.
Scharf, D., Elliot, N., Huey, H.A. et al (2007). Direct assessment of information literacy using writing portfolios. The Journal of Academic Librarianship 33(4): 462-477.
Xu, Y. & Carless, D. (2016). Only true friends could be truly honest. Assessment and Evaluation in Higher Education 42(7): 1082-1094.