The Use of Portfolio Assessment in English Writing Classes

Hudori, Rizki Febri Andika; Tasnim, Z.; Fardhani, Aan Erlyana; Sari, Dia Permata

doi:10.1088/1755-1315/485/1/012093

Cited by 4 publications

(4 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This finding is supported by Ankwai (2022), who mentioned that the Saudi curricula do not focus much on English writing skills. All these weaknesses of portfolio assessment stated earlier are in line with other studies (Hudori et al, 2020;Kao, 2015). Hence, the qualitative data analysis offers several suggestions for how ESL teachers can assess PA successfully to help Saudi students overcome the barriers they face using the writing portfolio.…”

Section: Discussionsupporting

confidence: 76%

Teachers to Learners: Portfolio, please! New Techniques of Portfolio Assessment in ESL Classrooms

Abdulhadi Abduljawad

2024

IJLTER

View full text Add to dashboard Cite

Portfolio assessment is considered to be one of the more advanced approaches to enhancing the proficiency of English among second language (ESL) students. The research examines how ESL learners' writing processes involved in portfolio creation influence their overall writing performance, specifically focusing on electronic portfolios (EPs) and paper-based portfolios (PPs). The research also identifies the challenges that Saudi ESL learners face when using the writing portfolio. A mixed-method approach was adopted for the research. The quantitative method consists of ESL tests distributed among one hundred and twenty male ESL learners at Yanbu Industrial College in Saudi Arabia to determine the effect of various writing portfolios on students’ writing performance. A qualitative method, which consists of classroom observations, document analysis, and interviews with twelve ESL students and seven ESL teachers from different universities in Saudi Arabia, has also been utilized. The research highlights the fact that although there is no significant difference between paper-based (PPs) portfolios and electronic portfolios (EPs) in developing students' performance in writing, specific pedagogical approaches should be implemented in assessing the writing portfolios, such as the students’ reflections and their peers' assessments, to raise their awareness of language structures. ESL teachers should also adopt a correction method that only highlights common mistakes to help students notice their errors and avoid charging them with negative feelings of excessive corrections. The research’s outcome could raise ESL teachers’ awareness of the best pedagogical methods of evaluating the writing portfolio and provide some strategies to help students develop their writing performance.

show abstract

Section: Discussionsupporting

confidence: 76%

Teachers to Learners: Portfolio, please! New Techniques of Portfolio Assessment in ESL Classrooms

Abdulhadi Abduljawad

2024

IJLTER

View full text Add to dashboard Cite

show abstract

“…In relation to that, Lam and Lee (2010) reported portfolio assessment is less threatening and much more supportive of student learning than timed, impromptu essay tests. In addition, the finding also mirror Hudori et al, (2020) results of study where they found that assessing writing by using portfolio assessment is good and useful as it provides positive effects to the quality of teaching and learning process in English classes. Therefore, portfolio assessment brings some benefits which can be addressed to both students and English educators.…”

Section: Signs Of Autonomous Learning Initiativessupporting

confidence: 73%

Students’ Acceptance of Portofolio Assessment in an English for Specific Academic Purpose (Esap) Course at a Polytechnic in China-Reflection on Lecturers’ Best Practices

Li-ping

Ahmad

2022

FRASA

View full text Add to dashboard Cite

Learning portfolio records the dynamic learning process of individual learners as a form of formative assessment. Portfolio evaluation system has attracted great interest from language educators as it could train learners and improve their language proficiency. This paper set out to explore the potential benefits that could be gained in language learning via the implementation of learning portfolio assessment. This paper uses a case study of the teaching and learning of a course in the major of business English in a vocational college to show the significance of portfolio evaluation system in increasing students’ interest and their learning autonomy. The students showed positive response via survey questionnaires that registered a mean of 3.90 with all items being recorded above 3.50 and via the structured interviews where the students expressed strong receptiveness to the range of benefits that they could gradually gain via such a dynamic teaching, learning and assessing process. Recorded observations by the author also showed positive signs of development in key areas like learners’ autonomy, self-confidence, critical thinking and self- reflection abilities. This study has positive implications for the teaching and learning in vocational college and will be useful for educators to take up as a dynamic teaching and learning approach.

show abstract

“…The practitioners belonging to such fields use portfolios for organizing and record keeping of their best work to further showcase their work and achievements in both academic fields and their world of jobs. Portfolios assess and appraise the progress of achievement in life as well as at job place (Hudori, Tasnim, & Fardhani, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Students' portfolio development is infused in assessment practices as a purposeful activity that may be used to assess the progress of the student. Therefore, it is desirable for an effective portfolio to include maximum participation by the student in a collection of his work, content selection, content selection criteria, and criteria to judge his own work and ultimately enable him for enduring participation in self-reflection (Hudori et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

An Investigation of Role of Portfolio Assessment on Students’ Achievement

Deeba

Raza

Gillani

et al. 2023

JSSR

View full text Add to dashboard Cite

Portfolio assessment has emerged as an alternative technique of assessment of students due to its noteworthy role in enhancing students’ achievement. Therefore, the present study was an attempt to develop a portfolio and further investigate the role of portfolio assessment on students’ achievement at the secondary school level students. Pupils of the ninth class were considered as the population of the research study. Two groups of ninth-class students (Control Group and Experimental Group) from a public school located in Multan were treated as a sample of the study. The targeted population consisted of 73 students. The control group students (N=42) were assessed through traditional assessment techniques, whereas the experimental group (N=31) received treatment (portfolio assessment strategy). Data were collected through the results of the first-term examination, second-term examination, third-term examination and monthly tests from September to December. All tests and results were saved in their portfolios, and later on, their achievement was assessed on the basis of recorded information in a portfolio. Test scores and self-reporting questionnaire scores were used as measures of students’ academic achievements and mean The percentage of the experimental group was 67.3%, while the control group got 52.3%. There was no significant difference between the experimental and control groups for the first term and a significant difference for the third term.

show abstract

The Use of Portfolio Assessment in English Writing Classes

Cited by 4 publications

References 7 publications

Teachers to Learners: Portfolio, please! New Techniques of Portfolio Assessment in ESL Classrooms

Teachers to Learners: Portfolio, please! New Techniques of Portfolio Assessment in ESL Classrooms

Students’ Acceptance of Portofolio Assessment in an English for Specific Academic Purpose (Esap) Course at a Polytechnic in China-Reflection on Lecturers’ Best Practices

An Investigation of Role of Portfolio Assessment on Students’ Achievement

Contact Info

Product

Resources

About