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