The impact of portfolio assessment on Iranian EFL students’ essay writing: a process-oriented approach
This study investigates the impact of portfolio assessment as a process-oriented assessment mechanism on Iranian EFL students’ English writing ability. Sixty one students of similar writing ability were chosen as the participants of this study. They were divided into two groups. The experimental...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Penerbit UKM
2010
|
| Online Access: | http://journalarticle.ukm.my/2335/ http://journalarticle.ukm.my/2335/ http://journalarticle.ukm.my/2335/1/page1_21.pdf |
| Summary: | This study investigates the impact of portfolio assessment as a process-oriented
assessment mechanism on Iranian EFL students’ English writing ability. Sixty one
students of similar writing ability were chosen as the participants of this study. They were
divided into two groups. The experimental group received the treatment i.e. portfolio
assessment while the control group underwent the traditional assessment. The results of
data analysis revealed that the students in the portfolio assessment group outperformed
the students in the control group in their overall writing ability and in the sub-skills of
focus, elaboration, organization and vocabulary. To triangulate the quantitative data,
students' views and reflections about portfolio assessment were elicited via semistructured
interviews. The qualitative data underwent thematic analysis and the major
extracted themes were discussed. The findings suggest that portfolio assessment
empowers students' learning of English writing, hence emphasizing the formative
potential of portfolio assessment in EFL classes. The results have some implications for
teaching and assessment of L2 writing. |
|---|