Teachers’ Perceptions and Practices of Portfolio-based Assessment-A Narrative Inquiry

Abstract

Portfolio-based assessment, an approach emphasizing the ongoing collection of students’ work to evaluate their learning progress over time, has gained increasing attention as an alternative to traditional assessment methods in Nepal and beyond. This dissertation explored the understanding and implementation of portfolio-based assessments among English language teachers in the Kathmandu district in Nepal. The study reflects on the transformative potential of portfolios in evaluating student progress beyond traditional assessment methods. In this research, I have tried my best to highlight the background of this study to establish how my journey captured my interest in alternative assessment strategies. The study establishes a theoretical framework for portfolio-based assessment, emphasizing its role in fostering holistic evaluation and continuous feedback. This study identifies a significant gap in the existing literature concerning teachers' perspectives on this Portfolio-Based Assessment, particularly within Nepal's English as a Foreign Language (EFL) context. Employing a narrative inquiry approach, the study collected qualitative data through interviews and reflective practices to capture the experiences and challenges of the basic level EFL teachers implementing Portfolio-Based Assessment in Nepal. Based on the experiences shared by the participants, key findings indicate that teachers view portfolio-based assessment as a valuable tool for documenting student learning, promoting self-reflection, and increasing engagement. However, the study also identifies challenges such as resource limitations, inadequate training, and difficulties with documentation. The dissertation concludes with practical implications for improving portfolio practices, stressing the importance of professional development and collaboration among teachers, students, and parents for the better implementation and effectiveness of Portfolio-Based Assessment. Finally, this study contributes to the ongoing discourse on innovative assessment strategies, advocating for a shift toward more comprehensive evaluation methods that recognize diverse learning experiences and nurture lifelong learning skills.