The Effect of Portfolio Assessment Technique on Writing Performance of EFL Learners

Abstract

<p>Nowadays, writing has received a great degree of attention not only because it plays a significant role in transforming knowledge and learning but also in fostering creativity and when acquiring of a special language skill is seen as important, its assessment becomes important as well and writing is no exception. This study intended to investigate the effect of portfolio assessment technique as a teaching, learning and assessment tool on writing performance of EFL learners. Writing sub-skills has also been taken into account. To this end, forty Iranian EFL learners who were all English teaching majors were randomly divided into two groups: experimental (n=20) and control (n=20). The experimental group received the treatment i.e. portfolio assessment while the control group underwent the traditional approach of writing assessment. The result of statistical analysis indicated that the students in experimental group outperformed the students in control group in their writing performance and its sub-skills of focus, elaboration, organization, conventions and vocabulary. The findings suggest that portfolio assessment technique improves writing ability of the students. The results have also some implications for assessment, teaching and learning of L2 writing.</p

The effectiveness of using portfolio assessment in lecture by controlling mathematical logical intelligence

“…Gunes, et al [22] also revealed that the use of the portfolio assessment had a significant effect on the success of students as prospective teachers and reduced their anxiety in the learning and evaluation process. And [23] the experimental group received the treatment 1.e portfolio assessment while the control group underwent the traditional approach of writing assessment. Thefindings suggest that portfolio assessment technique improves writing ability of the students.…”

The Use of Portfolio as an Assessment Tool in the Malaysian L2 Classroom

“…Besides student's active participation during the portfolio assessment process, teachers role as a facilitator is considered crucial as they are the key to successful use of such a strategy (Neimon, 1999). Portfolio assessment transforms the role of teacher away from the traditional assessment as one-shot and indirect tests with no feedback toward improving student progress via feedback, self-assessment and self-reflection (Abdul Samad, 2004& Tabatataei, 2012. Thus, using portfolio as an assessment tool instead of the traditional tests may help teachers to make better judgment and record student learning and at the same time teachers be able to improve their teaching practices.…”

“…Portfolio assessment is an on-going process which involves a procedure which teachers use to plan, collect and analyse a collection of student's work. The main aims of portfolio assessment are to encourage learners to be more autonomous, be independent learners by taking charge of their own learning, able to make decisions, participate in the self-assessment process of their own work, and become active learners (Tabatataei, 2012). Besides student's active participation during the portfolio assessment process, teachers role as a facilitator is considered crucial as they are the key to successful use of such a strategy (Neimon, 1999).…”

“…These new methods of assessment are known as 'alternative assessment' measures (Coombe, 2004). At present, portfolio is viewed as one of the leading alternative assessment approach (Tabatataei, 2012). Portfolios demonstrate students' progress, achievement and self-reflection in one or more areas (Paulson & Paulson, 1991).…”

The Effects Of Using Portfolio In Writing Activities Aimed At Developing The Arabic Language Discourse Competence Of 1st Secondary Grade Students In Housha Secondary School For Girls In Jordan

“…It does not evaluate the progress and performance of learners through impromptu paper and pencil tests, neither does it require instructors to evaluate their students' performances within a very limited period of time (Tabatabaei & Assefi, 2012). Gosselin (1998) states that ongoing assessment is a learning process that examines and documents the learner's progress at certain intervals.…”