Assessment of achievement through portfolios and teacher-made tests

Barootchi, Nasrin; Keshavarz, Mohammad Hossein

doi:10.1080/00131880210135313

Cited by 69 publications

(42 citation statements)

References 1 publication

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“…The results were consistent with previous findings that keeping a portfolio increase student's learning responsibilities (Pollari, 2000;Barootchi et al, 2002). Keeping a portfolio requires responsibility, in the whole process of the portfolio assessment, the students are required to be involved in the decision-making along with the teacher, Moreover, the idea of keeping the tasks in a portfolio may increase the necessity of doing them, and the weekly plan sheet reminded them of what they should be doing throughout the week.…”

Section: Student's Views Of the Impact Of Portfolio Assessment On Thesupporting

confidence: 83%

The Implementation of Portfolio Assessment in Integrated English Course

Ji-zhen¹

2012

ELLS

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Portfolio assessment is a learner-centered assessment and it is also an assessment for learning. A study with a class of 31 first-year English education majors in 2011-2012 was conducted. The development and implementation of portfolio assessment in the integrated English course was described, and then a survey on the learner's perception toward the use of the portfolio assessment was conducted. The results showed that student have positive attitude toward the use of the portfolio assessment, the portfolio assessment developed students' language competence, enhanced their cross-cultural knowledge and promoted their learning autonomy and motivation. Finally the problems in using the portfolio were discussed.

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Section: Student's Views Of the Impact Of Portfolio Assessment On Thesupporting

confidence: 83%

The Implementation of Portfolio Assessment in Integrated English Course

Ji-zhen¹

2012

ELLS

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“…Nonetheless, teachers are cognizant that what appears in the IUEE and the practices they render during class hours are not in line with current methods of language teaching and learning (Barootchi & Keshavarz, 2002;Hamayan, 1995;Wolf et al, 1991;Tsagari, 2004). Yet, they do not hesitate to act according to test methods priorities.…”

Section: Language Teachers and Evaluation Issuesmentioning

confidence: 99%

Teachers’ Interpretations and Power in a High-Stakes Test: A CLA Perspective

Tahmasbi¹,

Yamini²

2012

ELR

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As one of the high-stakes tests known world-wide, Iranian University Entrance Exam (IUEE) influences the lives of a range of people including EFL teachers. This study, conducted within the framework of Critical Language Assessment (CLA), examined the power of EFL teachers in IUEE and their interpretations of language scores therein.The results of factor analysis demonstrated that high-school teachers have no power in IUEE development and administration processes. Teachers also interpreted tests not as indicators of language ability or knowledge but as test-taking skills. Finally, the study reserves the rights for teachers to be involved in the process of IUEE and suggests interpretive approaches to assessment that allow for different meanings and interpretations rather than a single score.

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“…This controversy is related to certain intellectual frameworks, methodological issues, psychological and educational foundations on which AE is based (Allam, 2004;Barootchi & Keshavarz, 2002;Gökhan, 2015).…”

Section: Da Vid Publishing Dmentioning

confidence: 99%

The Degree of Using Alternative Evaluation Strategies Among English Teachers in BaniKinana According to Some Demographic Variables

Al-Diab¹

2017

UCFL

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This study aims at identifying the degree of using Alternative Evaluation (AE) strategies by English teachers in BaniKinana. It also aims at identifying the influence of English teachers' years of experience, scientific qualifications and their students' educational level on their use of AE strategies. To achieve this study, a questionnaire was designed as a tool for this study. The questionnaire consisted of 19 items measuring different AE strategies. The questionnaire validity and reliability were checked then. It was applied on a sample consisting of 50 male and female English teachers who have been selected randomly by a stratified way from the whole English teachers in the District of BaniKinana. The study results showed that not all AE strategies were frequently used. Pencil and paper strategy ranked the first level, followed by discussion strategy and lastly was the conferences strategy. The study also showed that there were statistically significant differences related to the degree of using AE strategies by English teachers due to the influence of students' educational stage, teachers' scientific qualifications and their years of experience. In the light of the results, the study recommended holding training courses and workshops for English teachers on the use of AE strategies at different educational stages, which can help them to share experiences and apply AE strategies accurately. The study also recommends conducting similar studies, including other curricula and other educational zones in Jordan.

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Assessment of achievement through portfolios and teacher-made tests

Cited by 69 publications

References 1 publication

The Implementation of Portfolio Assessment in Integrated English Course

The Implementation of Portfolio Assessment in Integrated English Course

Teachers’ Interpretations and Power in a High-Stakes Test: A CLA Perspective

The Degree of Using Alternative Evaluation Strategies Among English Teachers in BaniKinana According to Some Demographic Variables

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