Abstract

This study aims to investigate teachers� practices and challenges in portfolio assessment. The portfolio becomes an attractive alternative way of increasing students� writing skills. This study involved four English teachers who had more than five-year experiences in one of the private schools in the Yogyakarta region. A semi-structured interview and document analysis were conducted with three aims. Firstly, this study explains how English teachers perceived portfolio assessment. Secondly, it describes how English teachers implemented portfolio assessment; and the last, it illustrates the difficulties the English teachers faced in implementing the assessment. From the process of a case study conducted, the writer revealed that the teachers had positive perceptions toward portfolio assessment. They used portfolio assessment since the Indonesian Ministry of Education and Culture implemented the 2013 Curriculum. The implementation of portfolio assessment was reflected in the lesson plans they made. The lesson plan comprised core competence, basic competence, the steps in teaching-learning activity, as well as the assessment, including portfolio assessment. In applying a portfolio assessment in the teaching-learning activity, teachers followed some portfolio development steps. The English teachers also faced some challenges in applying the assessment. The difficulties teachers found in implementing the assessment were time-consuming, reliability in scoring, and designing a rubric for assessment

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