Hinderers to the use of portfolio in the assessment of students’ writing: case study tertiary teacher at Mustapha Stambouli university

Abstract EN

The emergence of new tools of assessment led many researchers to reconsider their practices, moving from product to process assessment.

it is widely accepted that the use of portfolio assessment provides many benefits for the teacher, students and education as a whole as it fosters student’s motivation, reflection, responsibility and ownership.

however, in the Algerian context and at the tertiary level, the use of portfolio is still limited.

up to now, little attention has been paid to the challenges of portfolio assessment implementation.

the present study aims to investigate the challenges that forego teachers from using portfolio assessment.

the obtained results revealed that time, students’ hostility, crowded classes and teachers’ lack of interest in the students’ writing work represented the main challenges to the teachers’ use of portfolio.

this paper recommends the use of continual control as an alternative platform for a successful portfolio implementation.