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„wie bekommt man note mit portfolio?“

Formative Evaluation bei der Arbeit mit einem Schreibportfolio im Deutsch-als-Fremdsprache-Unterricht im universitären Kontext

Sandra Ballweg

Pages 15 - 45



This publication is distributed under the terms of the Creative Commons License Attribution - NonCommercial - NoDerivatives 4.0.

Portfolios are widely used in the L2 classroom for different purposes. A major field of use is in writing instructions where portfolios can help to unravel the writing process and improve writing skills through reflection, feedback and continuous revision. Portfolio-based teaching puts a strong focus on formative evaluation as it requires teachers and learners to discuss and collaboratively monitor learning paths and outcomes on a regular basis. In this paper, I present the findings from a longitudinal Grounded Theory study on the use of writing portfolios in the German as a Foreign Language classroom at university level in which I focus on the teacher’s and the students’ perspective on formative evaluation in a learning environment that usually emphasizes a summative approach. To this end, data were collected from classroom observations, interviews and recorded portfolio consultations. The findings indicate that the teacher struggles to find a balance between an imagined ideal use of portfolios and different conflicting teaching traditions brought to the classroom by the teacher, the students and the institution.

Keywords: portfolio, writing instruction, German as a Foreign language, summative evaluation, feedback


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