The Alternatives in Language Assessment

Brown, James Dean; Hudson, Thom

doi:10.2307/3587999

Cited by 289 publications

(230 citation statements)

References 45 publications

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“…They voiced their frustration over the issues of design decision, logistics and interpretation. They also challenged the portfolio assessment's time-consuming nature, and the issues of reliability and validity (Brown &Hudson 1998).…”

Section: Portfolio Assessmentmentioning

confidence: 99%

The Effects of Portfolio Assessment on Writing of EFL Students

Nezakatgoo¹

2011

ELT

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The primary focus of this study was to determine the effect of portfolio assessment on final examination scores of EFL students' writing skill. To determine the impact of portfolio-based writing assessment 40 university students who enrolled in composition course were initially selected and divided randomly into two experimental and control groups. A quasi-experimental research design was adopted in this study. In order to appraise the homogeneity of the experimental and control groups Comprehensive English Language Test (CELT) was employed at the beginning of the study. The pre-test was applied to both the experimental group and control group. Later in the study, a post-test of dependent variables was implemented for both groups. Data analysis was carried out by SPSS 16 statistical computer program .The statistical techniques being applied were the Levene statistic of One-Way ANOVA and the Paired-sample T-test. The results of the study revealed that that students whose work was evaluated by a portfolio system (portfolio-based assessment) had improved in their writing and gained higher scores in final examination when compared to those students whose work was evaluated by the more traditional evaluation system (non-portfolio-based assessment).The findings of the present study highlighted the fact that portfolio assessment could be used as a complementary alternative along with traditional assessment to shed new light on the process of writing.

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Section: Portfolio Assessmentmentioning

confidence: 99%

The Effects of Portfolio Assessment on Writing of EFL Students

Nezakatgoo¹

2011

ELT

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“…Although it is preferable that feedback is given by the teacher, research has shown a number of advantages of selfcorrection and peer-assessment on speed, direct involvement of students, the encouragement of autonomy, and increased motivation because of selfinvolvement in the process of learning (Brown & Hudson, 1998, cf. Brown, 2001).…”

Section: Feedback On Teachingmentioning

confidence: 99%

Multimodal Feedback Provision in Improving Pre-Service Teachers’ Competence

Yusuf

Widiati

Sulistyo

2017

Indonesian J. Appl. Linguist

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Studies on potentials of feedback over English language teaching seem not to have not been wellrevealed, including studies on the use of feedback to improve English pre-service teachers' competence. The present study investigates to what extent a multimodal feedback can influence preservice teachers' teaching, and which teaching aspects are influenced. Twenty five pre-service teachers taking Microteaching Course served as respondents supervised by a course advisor. The data were collected by teacher observation in a rating-scale form, self-appraisal, and interviews. The data were analyzed by using correlated sample t-test and the eight teaching components proposed by Brown (2001). The results showed that after multimodal feedback provision, pre-service teachers indicated an improvement significantly in seven out of eight teaching aspects. The provision of multimodal feedback could improve their teaching competence on preparation, instructional objective elicitation, mastery of instructional materials, use of media, and classroom management, including classroom language. But, the results do not indicate that they perform well on reflection and follow-up due to some reasons. In addition, the results evince that multimodal feedback provision could improve pre-service teachers' pedagogical competence when the multimodal feedback is integrated with content, interpersonal relationship, and management.

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“…According to Bayraktar (2009), oral conferencing is identified and "referred to as response sessions, assisted performance, face-to-face interaction, one-toone teaching, conversation about the student's paper, and meaningful contact" (p. 11). Oral conferencing is advantageous in a way that teachers can foster learners' reflection on their own learning process; elicit language performances on particular tasks, skills, or other language points as well as helping them to develop a better self-image (Brown & Hudson, 1998).…”

Section: Introductionmentioning

confidence: 99%

Promoting Foreign Language Learners’ Writing: Comparing the Impact of Oral Conferencing and Collaborative Writing

Nosratinia

Nikpanjeh

2015

TPLS

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Abstract-This study was an attempt to compare the effect of oral conferencing alongside collaborative writing on writing ability of English as a Foreign Language (EFL) learners. For this purpose, a piloted sample of the Preliminary English Test (PET) was administered to 90 intermediate female EFL learners, between 20 and 32 years old (M age = 26). The results of this test enabled the researchers to select 60 homogenous individuals who were then randomly assigned into two experimental groups of 30 named "oral conferencing group" and "collaborative writing group". To ensure the homogeneity among the participants in terms of their writing ability before the treatment, their scores on the writing section of the PET test were analyzed in isolation and it was considered as the pretest of the study. Oral conferencing included the discussions and negotiations among the participants and the teacher before and after writing activities followed by live teacher-student as well as student-student feedbacks. In the collaborative writing group, the participants wrote compositions in groups based on the same topics introduced in the oral conferencing group. At the end, both experimental groups were given another piloted writing section of the PET test as the posttest. The analysis of the test scores using an independent samples t-test and analysis of covariance (ANCOVA) revealed that there is a significant difference between the effect of oral conferencing and collaborative writing on EFL learners' writing ability. It was concluded that the ability of EFL learners' writing was more affected by applying oral conferencing rather than collaborative writing.

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The Alternatives in Language Assessment

Cited by 289 publications

References 45 publications

The Effects of Portfolio Assessment on Writing of EFL Students

The Effects of Portfolio Assessment on Writing of EFL Students

Multimodal Feedback Provision in Improving Pre-Service Teachers’ Competence

Promoting Foreign Language Learners’ Writing: Comparing the Impact of Oral Conferencing and Collaborative Writing

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