Implementation of Portfolio Assessment in a Sixth Grade EFL Classroom

• Main Authors: Julie Yung-fang Hsieh, 謝永芳
• Other Authors: Hsi-nan Yeh
• Format: Others
• Language: en_US
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/86358096747417536890

碩士 === 國立臺灣師範大學 === 英語研究所 === 88 === The purpose of the study is to show how portfolio assessment can be implemented in an EFL elementary classroom and what possible difficulties may come along with the process of implementation. Both qualitative and quantitative research methods were used in this study. Research data were collected from classroom observations, questionnaires, interviews and student portfolios. Analysis of the data was conducted by identifying patterns found in the collected data. The results showed that most students’ and parents’ attitudes toward the degree of students’ control in learning, the use of descriptive comments and collaborative assessment were generally positive. Most of them thought that portfolio assessment was more effective in the growth of writing skills and less effective in speaking skills. Many of them also perceived that portfolio assessment was more effective in recording and reflecting students’ learning processes and products and less effective in discovering their learning problems. The study showed that the teacher was a facilitator instead of a controller in the classroom and that learning, instruction and assessment were inseparable. As for future implementation, the study found that the time and the effort demanded in the portfolio process were the teacher’s most serious concerns and that students’ previous learning experience might influence their perceptions of the instruction and assessment. In conclusion, the study suggested that both teachers and students need much training before portfolio assessment is implemented in the classroom and that encompassing a variety of assessments might be a more comprehensive way to assess students’ learning processes and products.