Portfolio Assessment in Writing Instruction: A Systematic Review of Theory, Practice, and Chinese Educational Implications

Abstract

Writing assessment has evolved dynamically over the past century, shifting from psychometric-driven standardized testing to student-centered, process-oriented approaches. Among these innovations, portfolio assessment has emerged as a pivotal tool for addressing limitations in traditional writing assessment, particularly in fostering holistic development of writing ability, learning attitudes, and learner autonomy. This review systematically synthesizes the theoretical foundations, historical evolution, and practical applications of writing assessment, with a focus on portfolio assessment. It first traces the global trajectory of writing assessment paradigms and contextualizes the development of writing assessment in China, highlighting current challenges in Chinese university students’ practical writing abilities and prevailing assessment inadequacies. The review then elaborates on the definition, characteristics, typologies, and implementation frameworks of portfolio assessment, followed by an analysis of its multifaceted impacts on writing ability, learning attitudes, and learner autonomy. Drawing on cognitive and constructivist learning theories, the paper underscores the theoretical congruence of portfolio assessment with modern educational principles. Finally, it identifies research gaps in the application of portfolio assessment to Chinese writing instruction, particularly the scarcity of empirical studies in higher education contexts, and proposes directions for future research. This review aims to provide a comprehensive theoretical and empirical basis for advancing portfolio assessment practice in Chinese writing classrooms and beyond.