ABSTRACT Using portfolio assessment to enhance teaching and learning of writing has been ongoing for more than two decades. Despite extensive research on portfolio assessment, not much attention has been paid to its wider implementation in EFL writing settings where alternative assessment is rarely encouraged. This paper fills this gap by arguing that when portfolio assessment is put into practice, writing teachers may encounter a myriad of individual, institutional, and broader contextual issues. The paper starts with an introduction of portfolio assessment in education, followed by a discussion on the what, why, which, how, and when aspects of writing portfolio assessment. Then, it comprehensively evaluates the individual (teacher assessment knowledge and skills), institutional (curriculum design and school support), and systemic issues (educational policy and culture) within a context of portfolio assessment scholarship. Based on the review of these multi-level issues, pedagogical implications are discussed. Lastly, five actionable goals are recommended relating to how portfolio assessment can be pragmatically utilised to inform teaching and learning of writing.

中文翻译：

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在实践中撰写投资组合评估：个人，机构和系统性问题

摘要使用档案袋评估来增强写作的教与学已有二十多年了。尽管对投资组合评估进行了广泛的研究，但在EFL写作环境中很少广泛采用替代评估的情况下，并未对其广泛实施给予太多关注。本文通过争辩说，当进行档案袋评估时，写作教师可能会遇到无数个人，机构和更广泛的情境问题。本文首先介绍了教育中的档案袋评估，然后讨论了撰写档案袋评估的内容，原因，方式，方式和时间。然后，它对个人（教师评估知识和技能），机构（课程设计和学校支持）进行综合评估，在档案袋评估奖学金的背景下解决系统性问题（教育政策和文化）。在对这些多层次问题进行回顾的基础上，讨论了教学意义。最后，建议了五个可行的目标，这些目标与如何切实地利用档案袋评估来指导写作教学有关。