Assessing the Portfolio: Principles for Practice, Theory, and Research
By L. Hamp-Lyons, W. Condon. 2000
272 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/089fd2b620a2d4eb4724a1912b8f5d81ea7beb8b
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Citations in the corpus
- Genre pedagogy: Language, literacy and L2 writing instruction (2007, background): “As Hamp-Lyons and Condon (2000) point out, reflection is one of the main strengths of portfolios as students are able to compare different genres and writing experiences and consider their writing and the criteria employed for judging it.”
- Peer assessment of language proficiency (2005, methodology): “products or outcomes of learning of peers of similar status’ (Topping, 1998: 250) is becoming more important as an alternative assessment method, among others such as self-assessment (see, for example, Boud, 1989; 1995; Tudor, 1996) and portfolio assessment (see, for example, Mondock, 1997; Hamp-Lyo”
- Balancing the dual functions of portfolio assessment (2010, methodology): “Portfolio procedure The portfolio procedure adopted in the study comprised collection, selection, and reflection, as recommended by Hamp-Lyons and Condon (2000).”