Янги Ўзбекистонни қуриш ва ривожланишида ёшларнинг фаоллиги

 Янги Ўзбекистонни қуриш ва ривожланишида ёшларнинг фаоллиги 
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have‖ to‖ offer‖ to‖ potential‖ customers‖ and‖ employers.‛‖ But‖ ‖ it‖ is‖ applied‖ to‖ language‖
learning and testing, a portfolio in classrooms today, which would include such things 
as‖samples‖of‖writing‖and‖lists‖of‖books‖‖to‖be‖read‖(O’Malley‖and‖Valdez‖Pierce‖1996),‖
has come to mean the collection of evidence that learning has taken place(Davies et al., 
2001.). Some teachers consider the portfolio is essential part of an alternative 
assessment‖ program‖ which‖ ‖ can‖ either‖ include‖ students’‖ achievements‖ or‖ simply‖
document their best work. However, some teachers state that the portfolio documents 
the‖ students’‖ learning‖ process,‖ and‖ still‖ others‖ use‖ it‖ as‖ a‖ means‖ of‖ promoting learner 
reflection 
Developing portfolios in language learning provides the opportunity for
learners to reflect on their own learning and evaluate their improvements. 
Furthermore, the portfolio as a means of learner assessment aligns with the movement 
toward more authentic assessment in education. Performance-based assessment 
involves tasks closely related to those found in the real world, which demonstrate 
proficiency for a given topic. Viechnicki, Barbour, and Ambrose (1993) claim that it is a 
type of alternative assessment that asks students to demonstrate what they have 
learned, how they engage in the learning process and how they apply their knowledge 
demonstrating their preparedness for teaching. Moreover, the portfolio plays a major 
role in bridging theory and practice, since it offers the context for learners to develop 
their personal teaching competence and to acquire and develop the knowledge of 
teaching and professional content knowledge of students (Smith and Lev-Ari, 2005) 
Boud (1995) stresses that the assessment process it should also be viewed as a 
process that leads up to student development and better learning conditions and 
application not only as instrument to give students diplomas. Such alternative views 
have given rise to new assessment approaches like portfolio assessment.
The use of portfolio assessment in foreign language learning has a number of 
potential‖ benefits‖ in‖ terms‖ of‖ providing‖ a‖ more‖ comprehensive‖ picture‖ of‖ students’‖
performance throughout a course of study; documenting their learning process and 
development; and providing opportunities for self -evaluation. They may select artifacts 
that demonstrate their learning closely tied to actual teaching – such as lesson plans, 
assessment of student work, evaluations and reflective essays, by university supervisors 
and classroom. According to McLaughlin and Vogt the portfolio process helps students 
learn to recognize, investigate and apply principles, content and dispositions that will 
be needed to accurately and convincingly document their competency as a teacher for 
independent practice. Using portfolios as a one component of a performance-based 
assessment which is accountable for learners is beyond traditional means of assessment. 
The resulting portfolio is a personal document in which creativity and innovation 
demonstrate professional teaching characteristics.
One of the scholars Tannenbaum in one of his books states that comparing 
traditional methods portfolios allow students to demonstrate what they can do with 
language in a more productive way. Since portfolios generally include a wide sampling 
of work, they allow students to exhibit much more than tests do. Brown (2004) agrees 
and credits portfolios for making it possible to assess multiple facets of language 
learning. 

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