The Impact of Portfolio Assessment on Learners’ Achievement

Abstract

The purpose of present study was to investigate the extent to which portfolio assessment influences learners’ achievement, their learning process, and their attitude towards assessment for learning English. From the two groups involved in the study, the focus group received the treatment whereas the comparison group received placebo. The instruments used were1) pre and post instruction tests, 2) pre and post attitudinal questionnaires for students, 3) self-assessment checklists, 4) questionnaire on portfolio assessment-and 5) semi-structured interview with students on portfolio assessment. The pre and post instruction test data was analyzed through non-parametric Kruskal-Wallis test, which showed a significant difference between the comparison and focus group. In order to see the relationship between self-assessment checklists scores and the progress tests scores, Spearman’s rank order correlation was used. Cross-case analysis of the content of the interview data was performed after dividing the questions into two categories of “attitude” and “learning”. Each category was analyzed separately in order to group the most common answers. The results of the questionnaires and interviews showed that portfolio assessment had positive effect on students’ achievement. The students reported that the process of portfolio assessment enabled them to become actively involved in the learning process.