Learners’ Attitudes Towards Portfolio Assessment: A Study on Elt and Ell Students

Abstract

<p>The current study set out to define ELT and ELL students' attitude towards portfolio assessment in academic writing and to define the positive and negative aspects of portfolio assessment along with the aims to define their preferences on choosing portfolios versus traditional pen-and-paper tests. The sample of this study consists of 49 students studying English Language Teaching (ELT) and English Language and Literature departments at Tokat Gaziosmanpaşa University in the second term of academic year 2021-2022. Study was conducted using survey research design; a Likert scale questionnaire and one-on-one interviews in order to collect data on attitudes towards Portfolio Assessment. The results of the final analysis showed that participants are competent about the content of portfolio assessment and the portfolio sharing activities offer learners the chances to learn good English with the help of acquired technics from their classmates. According to participants, self-evaluation, peer-evaluation, active participation and language skills development were considered as advantages of portfolio Requiring much time, reliability and validity issues and neglecting listening and speaking skills were among the disadvantages of portfolio assessment. Moreover, the subject participants of current study mostly prefer to be evaluated by portfolio assessment rather than the traditional paper-pen tests.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0910/a.php" alt="Hit counter" /></p>

Navigating the Portfolio Landscape: Examining Lecturers’ and Students’ Perspectives on Portfolio Assessment Practices

“…This assessment practice offers numerous benefits for both educators and students, as aligned with the findings of the study. For students, portfolio assessment promotes deeper engagement with course materials, encourages reflection, and fosters a sense of ownership over their learning journey [16,17,37]. Additionally, portfolio assessment provides opportunities for students to demonstrate their understanding of concepts in diverse ways, catering to different learning styles and preferences [3,9,13].…”

“…Studies have highlighted the positive impact of portfolio assessment on student learning outcomes, such as improved critical thinking skills, self-regulation, and motivation [6,13,14]. Furthermore, it has been shown that portfolio assessment promotes deeper understanding [15], fosters student engagement and ownership of learning [3,16], and provides opportunities for authentic assessment and reflection [4,10]. Moreover, Kharbach [4], Ghoorchaei &Tavakoli [7], and Sewell et al [12], highlight that the formative nature of portfolio assessment allows it to be used as a powerful tool for guiding instructional decision-making and fostering student growth through tracking and evaluating their progress over time.…”

“…Additionally, portfolio assessment practices have been shown through studies to significantly impact both students' and teachers' attitudes towards assessment and learning. For students, portfolio assessment fosters a positive attitude towards assessment by providing opportunities for self-expression, creativity, and personalised learning [1,3,4,6,16]. Students appreciate the authenticity and relevance of portfolio assessment, as it allows them to showcase their learning in meaningful ways [15,17].…”

“…Similarly, teachers' attitudes towards assessment are often positively influenced by portfolio assessment practices. Teachers value the opportunity to engage in authentic assessment practices that promote student-centred learning, individualised feedback, and ongoing dialogue with students [1,9,16]. However, challenges such as workload management, assessment validity, standardisation of assessment criteria, and technology integration may hinder the successful implementation of portfolio assessment practices [3,4,9,12,13,18].…”

“…Both stakeholders play essential roles in the assessment process, and their perspectives are necessary to provide a comprehensive view of portfolio implementation. Secondly, while some studies highlight positive attitudes towards portfolio assessment among students [16,23,24] and teachers/lecturers [11,22,25], others report mixed or negative attitudes [9,11,15]. The presence of mixed attitudes among teachers and students towards portfolio assessment calls for an inquiry.…”