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This study investigated the developmental trajectory of students’ self-assessment and its alignment with teacher evaluations through a series of portfolio-integrated EFL free-writing tasks. While reflective practices are widely recognized for fostering writing development, learning portfolios offer a structured means of tracking these reflections and products over time. By analyzing longitudinal data across four evaluative criteria—vocabulary, content, organization, and accuracy—this research explored how the self-teacher assessment dynamic evolved within the classroom. Quantitative results revealed that despite significant initial discrepancies, students’ evaluations progressively converged with teacher assessments in the areas of content, organization, and accuracy. In contrast, the correlation for vocabulary remained stable at a moderate level. These findings underscore the potential of portfolio-based instruction to facilitate self-recalibration and reflective growth. Nevertheless, given the study’s single-group design, these shifts should be viewed as a collective outcome of the holistic instructional environment rather than an isolated effect of portfolios.
Research papers (academic journals)
