Abstract
This review aims to explore the use of portfolio in developing foreign language skills of English language learners with a focus on literature on writing skills development and assessment. Depending on the results of this study, what is suggested is that 1) Portfolio can be integrated to foreign language classrooms at all levels. 2) Foreign language writing skills, in particular, can be formatively assessed by using portfolios. 3) The outcomes of portfolio practice needs to be disseminated to a wider audience so that practitioners might utilize portfolio and administrators might contextualize its use. The reviewed literature may give insight to teachers, school administrators, parents and students about the portfolio as an effective alternative assessment method.
Keywords
References
- Al Kahtani, S. (1999). Electronic portfolios in ESL writing: An alternative approach. Computer Assisted Language Learning, 12 (3), 261-268.
- Barootchi, N. & Keshavarz, M. H. (2002). Assessment of achievement through portfolios and teacher-made tests. Educational Research, 44 (3), 279-288.
- Bereiter, C., Scardamalia, M., & Steinbach, R. (1984). Teachability of reflective processes in written composition. Cognitive Science, 8, 173-190.
- Born, A. D. (2003). Web-based student assessment. In A, Aggarwal (Ed), Web-based education: Learning from experience. USA: IRM Press.
- Brown, D. H. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. NY: Pearson Education.
- Brown, D. H. (2004). Language Assessment: Principles and Classroom Practices. NY: Pearson Education.
Abstract
Bu çalışmanın amacı İngilizce öğrenen öğrencilerin yabancı dil becerilerini geliştirmede özellikle de yazma becerilerini geliştirmede ve değerlendirmede portfolyo kullanımını incelemektir. Çalışma bulgularına dayalı elde edilen değerlendirmeler1) Portfolyonun yabancı dil sınıflarına her seviyede dahil edilebileceği, 2) Özellikle yabancı dilde yazma becerilerinin süreç boyunca portfolyo kullanarak değerlendirilebileceği, ve 3) Portfolyo ile ilgili çalışmaların sonuçlarının geniş kitlelere iletilerek uygulayıcıların kullanmasnıı sağlayabileceği ve yöneticilerin de süreci anlamlandırabileceğini öne sürmektedir. Bu çalışmanın sonuçlarının öğretmenlere, okul yöneticilerine, ailelere ve öğrencilere etkili bir alternatif değerlendirme yöntemi olarak bakış açısı kazandıracağı düşünülmektedir.
Keywords
References
- Al Kahtani, S. (1999). Electronic portfolios in ESL writing: An alternative approach. Computer Assisted Language Learning, 12 (3), 261-268.
- Barootchi, N. & Keshavarz, M. H. (2002). Assessment of achievement through portfolios and teacher-made tests. Educational Research, 44 (3), 279-288.
- Bereiter, C., Scardamalia, M., & Steinbach, R. (1984). Teachability of reflective processes in written composition. Cognitive Science, 8, 173-190.
- Born, A. D. (2003). Web-based student assessment. In A, Aggarwal (Ed), Web-based education: Learning from experience. USA: IRM Press.
- Brown, D. H. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. NY: Pearson Education.
- Brown, D. H. (2004). Language Assessment: Principles and Classroom Practices. NY: Pearson Education.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | September 1, 2009 |
| Published in Issue | Year 2009 Volume: 29 Issue: 3 |