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>
Highlights
Students' evaluation throughout the learning has been a subject of interest in language learning procedure
This study was intended to define English Language Teaching (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
3.2 Results concerning qualitative section In order to have a deep understanding of ELT and ELL students’ attitudes towards portfolio assessment, the questionnaire included the open-ended section including three open-ended questions
Summary
Students' evaluation throughout the learning has been a subject of interest in language learning procedure. While the traditional methods in assessment focus mostly on multiple choice tests, the social constructivist wave changes the dynamics in evaluation and the interaction between the learner and teacher has gained importance (Brown, 2013). This requires a new and more collective way of evaluation. Learners become a part of the assessment process and learnersworks on the target language are proof of what they can do. Portfolios in this sense are crucial and preferred to observe the learning process. Portfolio assessment is to select a way to intertwine the learner-teacher roles which enables a unity and harmony in learning-teaching
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
