The primary focus of this work is to explore the effectiveness of portfolio assessment in developing English as a Foreign Language (EFL) students’ reflective writing. In order to fulfill this objective, an experimental research design was conducted. The sample is consisted of 100 second year students of English at the University of Laghouat-Algeria. The data were collected through the following experimental tools: Interview, Pre-Post Writing Test, and Pre/Post Self-Reporting Questionnaire. Students were asked to write about reflective topics. The
findings show that the reflective writings of students were improved after the use of portfolio assessment method and this confirm that portfolio assessment stratagem has significant effects in developing students’ reflective writing in terms of both process and product.

Published in: Canada International Conference on Education, 2018

• Date of Conference: 25-28 June, 2018
• DOI: 10.2053/CICE.2018.0078
• Electronic ISBN: 978-1-908320-90-2
• Conference Location: University of Toronto Mississauga, Canada