Abstract
The purpose of this study is to identify the opinions of freshmen at an ELT department on using the portfolio process as an assessment tool in an advanced reading-writing course. The data were collected through the reflective essays reflecting studentsâ opinions on the portfolio-keeping process, their progress and their feedback. The data analysis was done through content analysis by coding the studentsâ opinions under specific themes. Unstructured interviewing technique was also used in the study. The findings indicate that the students had positive thoughts about the assessment of their assignments over their portfolio despite the workload in the integrated reading and writing course. The students believe that the portfolio process eliminates the negative influence resulting from exam anxiety. Considering their effort and the time spent, the students find it fair to be assessed over their portfolio. The studentsâ opinions also indicate that the portfolio process leads to a positive change in studentsâ attitude towards the writing skill with respect to the motivation it brings about, and as a result, indicate that the portfolio process can be used as an effective assessment tool within a reading-writing course.
References
- Leki, I. (1990). Coaching from the margins: issues in written response (In B.Kroll, Second Language Writing. Cambridge: Cambridge University Press.)
- Lo, Ya-Fen (2010). Implementing reflective portfolios for promoting autonomous learning among EFL college students in Taiwan, Language Teaching Research, 14(1) 77–95.
- Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage Publications. Murphy, S. & Camp, R. (1996). Moving towards systematic coherence: a discussion of in portfolio assessment (In R. Calfee and Perfume (Eds.), Writing portfolios in the classroom: Policy and practice, promise, and peril. Mahwah, NJ. Lawrence Erlbaum Associates.) Murphy, S., and M. A. Smith (1992). Looking into portfolios, (In Kathleen Blake Yancey (Ed.) Portfolios in the Writing Classroom, Urbana, IL: NCTE, pp. 49–60.)
- Nunan, D. (1989). Designing Tasks for the Communicative Classroom. New York: Cambridge University Press.
- Nunan, D. & Lamb, C. (1996). The Self- Directed Teacher: Managing the Learning Process. Cambridge: Cambridge University Press.
- Oğuz, Ş. (2003). State University Preparatory Class EFL Instructors’ Attitudes Towards Assessment Methods Used at their Institutions and Portfolios as a Method of Alternative Assessment. An unpublished MA Thesis, Bilkent University, Faculty of Letters, MA TEFL Program, Ankara.
- Patton, M. Q. (2002). Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
- Richards, J.C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching (second ed.). Cambridge: Cambridge University Press.
- Sağlam, M. (2005). Portfolio Assessment versus Traditional Assessment Techniques: A Case Study on the Proficiency Development and Classroom Practices of EFL Students in a Turkish Military High School. An unpublished MA Thesis, Boğaziçi University, Institute for Graduate Studies in Social Sciences, Istanbul.
- Santos, M.G. (1997). Portfolio Assessment:And the Role of Learner Reflection, English Teaching Forum, 35(2). 11
Bir İngilizce Öğretmenliği Bölümünde Portfolyonun Bir Değerlendirme Aracı Olarak Kullanılmasına İlişkin Birinci Sınıf Öğrencilerinin Görüşleri
Abstract
Bu çalışmanın amacı, bir İngilizce öğretmenliği bölümünde birinci sınıf öğrencilerinin ileri okuma-yazma dersinde portfolyo sürecinin bir değerlendirme aracı olarak kullanılması hakkındaki görüşlerini belirlemektir. Çalışmanın verileri, öğrencilerin portfolyo süreci üzerine görüşlerini, gelişimlerini ve geri dönütlerini yansıttıkları kompozisyonlarından elde edilmiştir. Veri analizi, öğrenci görüşlerinin içerik analizi yoluyla belli konular altında kodlanmasıyla yapılmıştır. Çalışmada yapılandırılmamış görüşme tekniği de ayrıca kullanılmıştır. Çalışmada elde edilen bulgular, getirdiği iş yüküne rağmen, öğrencilerin ileri okuma ve yazma dersi bağlamında gerçekleştirdikleri ödev çalışmalarının portfolyo üzerinden değerlendirilmesi hakkında olumlu düşünceye sahip olduklarını göstermektedir. Öğrenciler, portfolyo sürecinin sınav heyecanından kaynaklanan olumsuz etkiyi ortadan kaldırdığına inanıyorlar. Çabaları ve harcadıkları zaman düşünüldüğünde, öğrenciler portfolyo üzerinden değerlendirilmeyi oldukça adilce buluyorlar. Öğrenci görüşleri, portfolyo sürecinin yarattığı motivasyon bakımından öğrencilerin yazma becerisine karşı olan tutumlarında olumlu bir değişime yol açtığını ve sonuç olarak portfolyo sürecinin bir okuma-yazma dersi bağlamında etkin bir değerlendirme aracı olarak kullanılabileceğini göstermektedir.
References
- Leki, I. (1990). Coaching from the margins: issues in written response (In B.Kroll, Second Language Writing. Cambridge: Cambridge University Press.)
- Lo, Ya-Fen (2010). Implementing reflective portfolios for promoting autonomous learning among EFL college students in Taiwan, Language Teaching Research, 14(1) 77–95.
- Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage Publications. Murphy, S. & Camp, R. (1996). Moving towards systematic coherence: a discussion of in portfolio assessment (In R. Calfee and Perfume (Eds.), Writing portfolios in the classroom: Policy and practice, promise, and peril. Mahwah, NJ. Lawrence Erlbaum Associates.) Murphy, S., and M. A. Smith (1992). Looking into portfolios, (In Kathleen Blake Yancey (Ed.) Portfolios in the Writing Classroom, Urbana, IL: NCTE, pp. 49–60.)
- Nunan, D. (1989). Designing Tasks for the Communicative Classroom. New York: Cambridge University Press.
- Nunan, D. & Lamb, C. (1996). The Self- Directed Teacher: Managing the Learning Process. Cambridge: Cambridge University Press.
- Oğuz, Ş. (2003). State University Preparatory Class EFL Instructors’ Attitudes Towards Assessment Methods Used at their Institutions and Portfolios as a Method of Alternative Assessment. An unpublished MA Thesis, Bilkent University, Faculty of Letters, MA TEFL Program, Ankara.
- Patton, M. Q. (2002). Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
- Richards, J.C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching (second ed.). Cambridge: Cambridge University Press.
- Sağlam, M. (2005). Portfolio Assessment versus Traditional Assessment Techniques: A Case Study on the Proficiency Development and Classroom Practices of EFL Students in a Turkish Military High School. An unpublished MA Thesis, Boğaziçi University, Institute for Graduate Studies in Social Sciences, Istanbul.
- Santos, M.G. (1997). Portfolio Assessment:And the Role of Learner Reflection, English Teaching Forum, 35(2). 11
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | April 1, 2012 |
| Submission Date | August 1, 2014 |
| Published in Issue | Year 2012 Volume: 32 Issue: 32 |