Portfolios, Power, and Ethics

Lynch, Brian; Shaw, Peter

doi:10.2307/3588311

Cited by 49 publications

(39 citation statements)

References 21 publications

(19 reference statements)

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“…Broadly speaking, portfolio assessment is a purposeful collection of student work that document and assess the student's efforts, progress, and achievements in one or more areas over a period of time. The features of portfolios in the context of foreign language are summarized as: The students actively select their portfolio works; the students' self-reflection self-assessment and peer assessment are also the element a portfolio, the students participate in deciding the criteria for evaluating the portfolios, the portfolios are evaluated by persons familiar with the individual students and their learning context, the evaluation is reported qualitatively (Lynch & Shaw 2005).…”

Section: Introductionmentioning

confidence: 99%

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: Introductionmentioning

confidence: 99%

The Implementation of Portfolio Assessment in Integrated English Course

Ji-zhen¹

2012

ELLS

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“…Missing from the portfolio in second language learning literature is the research that describes the implementation process of portfolio as an assessment tool among Malaysian ESL teachers in the classroom and the learning that takes place. Moreover, surveys of literature published on portfolios reveal that most of the studies on portfolio assessment have been conducted within the first language context, and document perceptions, reflections and experiences of teachers teaching within the context (Udoukpong & Okon, 2012;Berimani & Mohammadi, 2013;Czura, 2013;Sliogerine, 2012;Lynch & Shaw, 2005;Brady, 2001;Klenowski, 2000).…”

Section: Literature Reviewmentioning

confidence: 99%

“…8, No. 7;2015 assessment model was constructed to guide learners to write compositions, improve mastery of English literature, expand vocabulary acquisition, reinforce grammar skills and create opportunities for learners to speak confidently. The portfolio assessment model derived in this study outlined several stages considered crucial for teachers to apply in their classrooms.…”

Section: The Proposed Portfolio Assessment Model and Its Appropriatenessmentioning

confidence: 99%

Developing a Portfolio Assessment Model for the Teaching and Learning of English in Malaysian L2 Classroom

Singh¹,

Samad²,

Hussin³

et al. 2015

ELT

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Standardized testing is viewed as particularly incompatible to the process of learning due to its summative nature as it measures what students are able to recall and produce. Because of the discrepancy between the process of learning and products of learning, educators today have come to recognize that an alternative form of assessment is required to complement the existing form of assessment. This study intends to determine the techniques ESL teachers use in implementing portfolio as an assessment tool. The techniques ESL teachers employed while implementing the assessment process in the classroom enabled the researchers to propose a model for portfolio assessment. Currently, ESL teachers in Malaysia do not have a specific model or technique to conduct the portfolio assessment process because portfolio is heard of but not widely used. Therefore, this study was carried to scrutinize procedures ESL teachers use as a guide in instructional planning and student evaluation based on their teaching in the L2 classroom. The participants were nine ESL secondary school teachers in Malaysia. Semi-structured interviews, classroom observations and teachers' individual portfolios were utilized to explore the techniques which served as a guideline for ESL teachers employed for the teaching and learning in the classroom. Findings indicate that the portfolio assessment model developed has provided ESL teachers the opportunity to document individual student's growth. Furthermore, the teachers divulged that teaching is sustained when teaching materials, teaching techniques and assessment techniques were upgraded to help students in achieving the learning outcomes. The results of the study have implications for assessment, teaching and learning of English as a second language.

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“…This reflects the general methodological development in language education, which can be characterized regarding a philosophical position shift from a postpositivist worldview toward interpretive (Mezirow, 1996;Moss, 1996) or interpretivist (Lynch & Shaw, 2005) approaches. That is, the core belief of the field moved from the behaviouristic, transmission model of teaching to constructivist, learner-centered pedagogy that emphasizes the importance of contextualization.…”

Section: The Introduction Of Qualitative Researchmentioning

confidence: 99%

Methodological Diversity in Language Assessment Research: The Role of Mixed Methods in Classroom-Based Language Assessment Studies

Tsushima

2015

International Journal of Qualitative Methods

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Although an epistemic change often is labeled as a shift, some researchers representing the social sciences consider this paradigm shift as a paradigm expansion (e.g., Pollack, 2007) because epistemological and methodological diversity allows researchers to address a wider range of questions. The third paradigm, mixed methods (MM) research, is claimed to provide a more holistic picture of a research problem by combining two different data sourcesquantitative and qualitative-in a single study (Creswell & Plano Clark, 2007;Greene, 2007;Teddlie & Tashakkori, 2009). This article discusses how mixed methods research approaches have been used to enrich the results and to enhance the rigor of classroom-based language assessment investigations, drawing on both the language testing and assessment (hereafter, language assessment) and classroom assessment literature in second language education. The article opens with a brief overview of the methodological evolution in language assessment research. Then, focusing on MM research studies that investigated various facets of classroom-based language assessment (CBLA) practices, the main part of this article outlines a proposal of MM methodology as an appropriate methodology for research on CBLA, particularly in a context where a new form of assessment is implemented. The article closes with a discussion of challenges that MM researchers might face, and a proposal of MM research methodology as an appropriate research approach for CBLA scholars, especially in settings where both the validation of assessment and the explanation of the phenomenon are required.

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Portfolios, Power, and Ethics

Cited by 49 publications

References 21 publications

The Implementation of Portfolio Assessment in Integrated English Course

The Implementation of Portfolio Assessment in Integrated English Course

Developing a Portfolio Assessment Model for the Teaching and Learning of English in Malaysian L2 Classroom

Methodological Diversity in Language Assessment Research: The Role of Mixed Methods in Classroom-Based Language Assessment Studies

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