With regard to portfolio implementation, students input their writing pieces in their portfolios throughout the academic year, shared
their work with their peers and their teacher to receive their feedback and incorporated that feedback to revise their artifact in a second
draft. The use ofWeb 2.0 technology (weblog) for an e-portfolio made it possible for students to easily upload and share content and easily
provide annotated comments asynchronously on their peers’ work, a feature restricted to invited users. Students then conducted a guided
self-evaluation of their piece based on given criteria and a self-reflection, and also set goals for their writing. This procedurewas repeated for
eight additional writing pieces during the academic year. This study, however, focuses only on the process of peer feedback through
portfolios. Students provided direct or indirect corrective feedback based on a feedback code sheet (Fig. 1) for nine essays included in their
portfolios throughout the year. Most essays fell in the category of narrative or descriptive essays to adhere to national curriculum pedagogical
guidelines that consider the teaching and practice of these particular genres as appropriate for the developmental level of thirdgraders
and fourth-graders (Intzides, Papadopoulos, Sioutis, & Tiktopoulou, 2005)