Portfolio assessment: Learning outcomes and students’ attitudes

Sulistyo, Teguh; Eltris, Katharina Poptrisia Nona; Mafulah, Siti; Budianto, Suhartawan; Saiful, Saiful; Heriyawati, Dwi Fita

doi:10.24815/siele.v7i1.15169

Cited by 21 publications

(16 citation statements)

References 15 publications

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“…The results were parallel with the research papers in the literature that found out students had positive tendencies towards portfolio assessment (Akçıl & Arap, 2009;Genç & Tınmaz, 2010;Hung, 2012;Kabilan & Khan, 2012;Uçar& Yazıcı, 2016;Sulistyo et. al., 2020); Akçıl & Arap, 2009).…”

Section: Discussionsupporting

confidence: 85%

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

Yazici

Uçar

2021

EJES

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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. Article visualizations:<img src="/-counters-/edu_01/0910/a.php" alt="Hit counter" />

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Section: Discussionsupporting

confidence: 85%

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

Yazici

Uçar

2021

EJES

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“…However, the obstacles faced by teachers, such as the length of the portfolio assessment process, appear to be a major factor in the unsuccessful implementation of portfolio assessment in primary schools. The implementation of portfolio assessments that has not been carried out regularly and regularly is a very common problem in its implementation [27]. The length of time constraints in portfolio assessment is also influenced by the number of primary school students in each class over 25 students, while the portfolio must facilitate each student personally to communicate and consult with the teacher [28].…”

Section: Discussionmentioning

confidence: 99%

How Is the Perception of Teachers in Indonesia about Portfolio Assessment for Elementary School?

Prihandoko¹,

Wahab²,

Wilujeng³

et al. 2020

ujer

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This research is a case study that seeks to reveal teachers' perceptions of portfolio assessment in primary schools in Indonesia. The research sample was 20 elementary school teachers in Central Java Province, Indonesia, representing senior teachers, master teachers, young teachers, and junior teachers. Data collection used depth interviews which were designed based on 10 powerful portfolio assessment principles. Qualitative data analysis was performed using interactive data analysis which included condensation data, display data, and conclusion. The results were showed that 6 of 10 principles of portfolio assessment were approved by the majority of teachers, while others were not. Two principles, namely the effectiveness of time and energy (principle 2) and portfolios as a new learning perspective (principle 8) are rejected by most teachers in Indonesia. The two other principles, namely the importance of teacher cooperation in portfolio assessment (principle 3) and the role of portfolio assessment as self-evaluation (principle 9) received low approval scores. The obstacles for the teacher to carry out the portfolio assessment are the problem of the length of time it takes, the large number of elementary school students in a class, and the teacher's low insight into portfolio assessment. Research recommendations are that the success of portfolio assessment will be achieved if it is carried out in a structured and sustainable manner; it is necessary to carry out training and monitoring of teacher performance to maximize assessment, learning and evaluation of learning; and the need to adapt the e-portfolio assessment for primary schools.

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“…A study into the history of language teaching and pedagogy suggests that there has been a close interrelationship between language teaching and assessment. Writing skill is the most neglected area in language learning [1,2]. It seems to have more agreement that speaking and listening are the skills most needed when trying to succeed in a foreign language environment [3].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Portfolio Assessment on Iranian EFL Learners’ Autonomy and Writing Skills

Biglari

Izadpanah

Namaziandost

2021

Education Research International

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The portfolio assessment is a purposeful and systematic collection of students’ work that is intended to show progress over time. The researchers employed the Oxford quick placement test, autonomy questionnaire, and topic-based paragraph writings as the pretest and posttest. The design of the study was quasiexperimental. To this end, researchers chose 120 learners with the convenience sampling method, which were 60 learners at the upper-intermediate and 60 learners at the advanced level. Participants were divided into two homogeneous groups (30 learners) such that there were two groups at the upper-intermediate level and two groups at an advanced level as experimental and control groups. A piloted writing pretest was given to both groups before the treatment. The experimental group had received the treatment of four writing tasks to perform. In order to address the research questions, descriptive statistics and covariant analysis were used. Based on the results achieved from the first research question, portfolio assessment has a positive significant effect on Iranian EFL learners’ autonomy on both upper-intermediate and advanced levels. The results also indicated that portfolio assessment has a positive significant effect on Iranian EFL learners’ writing skills on both upper-intermediate and advanced levels.

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Portfolio assessment: Learning outcomes and students’ attitudes

Cited by 21 publications

References 15 publications

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

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

How Is the Perception of Teachers in Indonesia about Portfolio Assessment for Elementary School?

The Effect of Portfolio Assessment on Iranian EFL Learners’ Autonomy and Writing Skills

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