Portfolio Assessment To Enhance Students’ Writing Skill

The present paper reports on a survey conducted on the use of portfolio assessment to enhance first year LMD students’ writing skill at the University of Mascara. It fully intends to investigate whether this alternative assessment is practised at the level of our department of English language and literature. The survey results show that teachers in charge of the combined reading and writing module do not have a clear-cut idea about what portfolio assessment is. The results also show that some features of this alternative kind of assessment is put into practice with no well-structured objectives. The survey shed light on the advantages of portfolio assessment and how it should be implemented. The role of the teacher in such enterprise is a consultant who suggests more than he imposes