Investigating Portfolio Assessment with Learners of the 3rd Grade in a Greek State Primary School

Assessment is a field increasingly explored in relation to the parameters it involves. The special characteristics of the learners and the interactive relationship between instruction and assessment lead to the use not only of traditional assessment techniques but also of alternative methods such as the portfolio. This study intends to investigate the implementation of a process portfolio in a Greek state primary school with a class of third graders aged between 8-9, concentrating on integration of skills. The findings show that this technique is appropriate for young learners and that it meets specific pedagogical and assessment criteria. It also exerts positive impact on metacognitive awareness, learner autonomy and positive attitude towards learning. Finally, the findings give insight to emerging problems and issues requiring further research.