Abstract
When students are involved in student-centered language learning activities such as group projects or when the instruction is content-based, it is difficult for teachers to evaluate the student performance using only traditional multiple- choice examinations. Alternative assessment is needed to evaluate student socio-cultural competence, critical thinking skills, and problem solving skills. This paper examines and rethinks the concept of evaluation, how to learn and teach languages, and the power relations that exist between teachers and students. It pays particular attention to portfolio assessment. A portfolio is a systematic self-collection of student work, including self-evaluations and reflections on certain periods during learning activities. Portfolio assessment is the data for both the student and the teacher to show or catalog the student's efforts, progress and future directions as well as the summative results of routine class activities. In a survey conducted in three college-level classes, students had a positive reaction towards portfolio assessment as a means of developing student intrinsic motivation, fulfillment, self-esteem, and social interaction among peers. The paper offers some advice on how to overcome the difficulties of the portfolio assessment, including developing relevant criteria and designing a score sheet.
