Enabling new forms of peer-assessment in writing classrooms: students' perceptions toward the use of e-portfolios

Abstract EN

In English writing classrooms most teachers rely basically on traditional forms of assessment which focus on grades and not on developing the 21st century skills.

This explanatory research, therefore, aimed to investigate the students' perceptions toward peer-assessment through electronic-portfolios (henceforth, e-portfolios) as a way to preserve the relationship between the necessary technological skills and the required pedagogical strategies.

Thus, a structured questionnaire was administered to 60 students from Tebessa-University.

For an in-depth analysis, a focus group interview was conducted with 08 participants.

Positive Results have been recorded.