The Role of Portfolio Assessment and Quizzes on Class Attendance and Language Achievement

Abstract

The aim of the study is to investigate the impact of placement test, pop-quizzes and portfolio assessment on class attendance and language achievement. The study also encompasses gender and faculty as other independent variables that affect the students’ class attendance and language achievement. The data gathered from a total of 307 students studying English in the elective preparatory class of a state university in Turkey are analysed through SPSS 25. In the study, descriptive and inferential statistics are implemented. Descriptive analyses such as frequency and percentage are applied in order to reveal information about participants. Independent Sample t-tests, one-way ANOVA, post hoc tests and regression analyses are also performed to determine the relationship between dependent and independent variables. The findings in the study show that portfolio tasks are the most important factors for students’ class attendance and language achievement, which demonstrates that authentic assessment is an important factor. It is found that males do not attend the classes more than females but females are more successful than males. In addition, the faculty as another independent variable does not have a significant effect on class attendance but engineering faculty has a significant impact on language achievement rather than economics faculty.