Abstract
This paper investigates the role of portfolio assessment in LSP university courses. It also explores possibilities of integrating this type of (self-)assessment in the course development stage. Informed by needs analysis, portfolio assessment may serve as a proper tool for evaluation of language skills of LSP course participants, since it encourages task based learning as well as collaborative learning. Portfolio is seen as a collection of students' papers, assignments and tasks which illustrates students' efforts, achievements and success in mastering Business English on core curriculum. It is a student-centered activity since it involves students in choosing and selecting materials, their self-reflection and self-assessment over time. It promotes the value of self-assessment, which has not been acknowledged in assessment practices in formal education yet. The second stage of portfolio assessment is provided by the lecturer. This paper aims to provide reasons for introducing portfolio assessment as a bridge between students' self-assessment and formal assessment done by the lecturer. Moreover, it outlines the portfolio framework and its development in terms of its application in courses designed for students of banking. The paper further presents the results of the research into the effects of portfolio assessment among students conducted at the Belgrade Banking Academy.
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