The Implementation of Portfolio Assessment in Integrated English Course

Abstract

Portfolio assessment is a learner-centered assessment and it is also an assessment for learning. A study with a class of 31 first-year English education majors in 2011-2012 was conducted. The development and implementation of portfolio assessment in the integrated English course was described, and then a survey on the learner's perception toward the use of the portfolio assessment was conducted. The results showed that student have positive attitude toward the use of the portfolio assessment, the portfolio assessment developed students' language competence, enhanced their cross-cultural knowledge and promoted their learning autonomy and motivation. Finally the problems in using the portfolio were discussed.

EFL Students’ Perception of Using Portfolio Assessment in the Writing Classroom: the Case of Libyan Undergraduate Second Year Students

“…Similarly, S14 said: 'I highly recommend portfolios to be used even in other subjects, not just writing'. This is in line with Huang (2012), who pointed out that most students have positive attitudes towards portfolio assessments compared with traditional tests. Portfolios have proven their superiority compared with traditional pen-and-paper tests because they help students show what they can do, as opposed to what they can produce in traditional timed tests (Tannenbaum, 1997).…”

“…Portfolios demonstrate students' progress, ideas and learning processes. It also fosters a collaborative learning environment in which students feel motivated to share their ideas and receive feedback from their peers (Huang, 2012). This is consistent with the students' answers in the interview, in which S4 mentioned: 'What is good about portfolios is that you keep your writings and can view your progress over time'.…”

“…The findings show that portfolios are beneficial to reducing learners' anxiety and enhancing their motivation to write. According to Huang (2012), portfolios enable students to improve their ability to communicate, as they write in class and out of class. In addition, keeping portfolios gives students an opportunity to elicit feedback not just from the teacher, but from their peers, as well.…”

“…Similarly, S4 mentioned: 'I am more independent in writing class than other subjects, because I can prepare information about the given topic, write more than one draft and assess my writing'. According to Huang (2012), having this experience enables students to be aware of their strengths and weaknesses, set goals and check their learning progress. This is in line with Fithri's (2015) research findings, which showed that learners believe that a portfolio is motivating and appealing because it enables them to be autonomous.…”

Effects of writing portfolio assessment at tertiary level intensive English program: An action research

“…3) Survey on the Effect of Writing Portfolio Assessment (SEWPA): The SEWPA consisted of three parts. The first part was adopted from Huang (2012). It aimed to assess students' attitudes toward the use of portfolio assessment.…”