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1. Conclusion. Portfolios can enhance the assessment process by revealing a range of skills and understandings one students' parts; support instructional goals; reflect change and growth over a period of time; encourage student, teacher, and parent reflection; and provide for continuity in education from one year to the next.

2. Portfolios Scoring. SchemePortfolio assessment scoring tools can provide diagnostic information to inform instruction

3. Authenticity. The use of portfolios in the assessment of EFL students is effective when the principle of authenticity fully embraces the linguistic and social realities of this student.

4. Types of Portfolios: The two main types of portfolios are: 1. The process portfolio which documents the stages of learning and provides a progressive record of student growth. 2. The product portfolio which demonstrates mastery of a learning task or a set of learning objectives and contains only the best work.

4.1. Portfolio Assessment. Thoughtfulness Growth and development in relationship to key curriculum expectancies and indicators. - Understanding and application of key processes. - Completeness, correctness, and appropriateness of products and processes presented in the portfolio. - Diversity of entries

5. Paulson (1991:60) state that a portfolio is a purposeful collection of student work that exhibits the student's efforts, progress, and achievements in one or more areas of the curriculum.

5.1. portfolios provide both formative (i.e., ongoing) and summative (i.e., culminating) assessment. - It is multidimensional,It provides for collaborative reflectionThey focus upon students' performance-based learning experiences as well as their acquisition of key knowledge, skills and attitudes.(George 1995: )