Yazma Portfolyosu Uygulamasının Etkililiğinin ve Öğrenciler Tarafından Algılanma Biçimlerinin Akademik Bağlamda İncelenmesi

Yıl 2020, Cilt: 6 Sayı: 2, 175 - 191, 01.10.2020

Orkun Uzun Osman Sabuncuoğlu

Öz

Öğrenci gelişimlerinin yazma becerilerinin sürece dayalı gelişimini değerlendirmek İngilizceyi
yabancı dil olarak öğretenler için zorlayıcı bir mesele olmuştur. Önde gelen biçimlendirici
değerlendirme tekniklerinden biri olarak, yazma portfolyosu hatırı sayılır bir süreden beri
kullanılagelmiştir. Ancak bu tekniğin verimliliği günümüzde bile hem yabancı dil öğretmenleri
hem de ikinci dil araştırmacıları için, öğrencilerin yazma becerilerine olan katkısı ve
öğrencilerin bu araca karşı tutumları bakımından tartışmaya yol açan bir konu olarak kalmıştır.
Bu nedenle bu çalışma, öğrencilerin portfolyo değerlendirmesi konusundaki algıları ile
ilişkendirilerek, yazma portfolyosunun etkililiğini ölçmeyi hedeflemiştir. Buna göre maksatlı
örneklemenin bir sonucu olarak, Türkiye’deki bir vakıf üniversitesinde, İngilizce yeterlilik
seviyeleri ve sürece dayalı Özne-Yüklem Eşleşmesi kuralındaki öğrenme gelişimlerine dayalı
olarak 24 İngilizce Hazırlık Okulu öğrencisini bir sömestr süresince inceledim. Yazma
portfolyosu, sonuçtan ziyade sürece dayalı gelişmeyi ölçen bir değerlendirme aracı olarak
yapılandırıldığı için veriler öğrencilerden hafta bazlı olarak toplandı. Ayrıca dönem sonunda
öğrencilerin yazma portfolyosuna ve onun verimliliğine yönelik algılarına istinaden bir röportaj
gerçekleştirdim. Yine bu nedenle de nitel ve nicel araştırma yöntemlerinin bir birleşiminden
yararlandım ve verileri analiz etmek için Microsoft Excel Programını kullandım. Sonuçlar
ropörtaj sorularına verdikleri yanıtları baz alarak, daha çok gelişim gösteren öğrencilerin yazma
portfolyosu konusundaki algıları ile paralel olduğunu ve öğrencilerin Özne-Yüklem Eşleşmesi
kuralı bakımından kayda değer bir gelişme gösterdiğini işaret etti. Sonuç olarak yazma
portfolyosunun öğrenci gelişimine olan katkısının algılanma şekliyle paralel olduğu sonucuna
varıldı.

Anahtar Kelimeler

Biçimlendirici değerlendirme, yazma portfolyosu, sürece dayalı öğrenme

An Investigation into the Efficiency of Writing Portfolios and Students’ Perceptions in Academic Context

Öz

Evaluating students’ achievement in regard to their writing skills in-progress has been a challenging issue for L2 English teachers. As one of the leading formative assessment challenging issue for L2 English teachers. As one of the leading formative assessment techniques, portfolio writing has been used by language teachers for a long time. However, the techniques, portfolio writing has been used by language teachers for a long time. However, the efficiency of this technique still remains controversial for both language teachers and L2 efficiency of this technique still remains controversial for both language teachers and L2 researchers in terms of students’ improvement in writing in addition to their reflections upon researchers in terms of students’ improvement in writing in addition to their reflections upon this formative assessment tool. Thus, this research aimed to measure the effectiveness of writing this formative assessment tool. Thus, this research aimed to measure the effectiveness of writing portfolio for the L2 learners of English in relation to their reviews on its usefulness. portfolio for the L2 learners of English in relation to their reviews on its usefulness. Accordingly, as an outcome of purposive sampling, I examined 24 students of English Accordingly, as an outcome of purposive sampling, I examined 24 students of English Preparatory School in a foundation university in Turkey, studying a variety of subjects, in Preparatory School in a foundation university in Turkey, studying a variety of subjects, in relevance to their level of English proficiency and in-progress competence in terms of subject-
relevance to their level of English proficiency and in-progress competence in terms of subject- verb agreement rule throughout one semester Since writing portfolios are constructed as a verb agreement rule throughout one semester. Since writing portfolios are constructed as a means of assessing the process instead of evaluating the final performance, the data from means of assessing the process instead of evaluating the final performance, the data from students was collected every week. I also conduct an interview with the students, regarding students was collected every week. I also conduct an interview with the students, regarding their reflections and attitudes towards the efficiency of portfolio assessment. Therefore, this their reflections and attitudes towards the efficiency of portfolio assessment. Therefore, this research used a mixture of Qualitative and Quantitative Methods In order to analyse the data research used a mixture of Qualitative and Quantitative Methods. In order to analyse the data, I will utilize Microsoft Excel. The results indicated that the overall performances of students I will utilize Microsoft Excel. The results indicated that the overall performances of students who performed better than others coincide with their perceptions based on their answers to the who performed better than others coincide with their perceptions based on their answers to the survey interview. Students made substantial progress in regard to their implementation of SV survey interview. Students made substantial progress in regard to their implementation of SV Agreement rule. Hence, writing portfolios are perceived as useful tools by learners and their Agreement rule. Hence, writing portfolios are perceived as useful tools by learners and their perceptions are parallel with their improvement

Anahtar Kelimeler

formative assessment, portfolio, process-based learning

Kaynakça

• Ballard, L. (1993). Early results and tentative implications from the vermont portfolio project. Phi Delta Kappan, 474-477.
• Aydin, S. (2010). A Qualitative Research on Portfolio Keeping in. The Qualitative Report, 475- 488.
• Cindy S. Gillespie, K. L. (1996). Portfolio Assessment: Some Questions, Some Answers, Some Recommendations. Journal of Adolescent & Adult Literacy, 480-491.
• Cropley, A. (2015). Introduction to Qualitative Research Methods. Hamburg: University Of Hamburg.
• Fahim, M., & Jalili, S. (2013). The Impact of Writing Portfolio Assessment on Developing Editing Ability of Iranian EFL Learners. Journal of Language Teaching and Research, 496-504.
• Given, L. M. (2008). The SAGE Encyclopedia of Qualitative Research Methods. Los Angeles: SAGE Publications.
• Goertzen, M. J. (2017). Introduction to Quantitative Research and Data. Library Technology Reports.
• Henry, G. T. (1990). Practical Sampling. Newbury Park : SAGE Publications. Jack C. Richards, W. A. (2011). Methodology in Language Teaching: An Anthology of Current Practice. Newyork: Cambridge University Press.
• Lam, R. (2016). Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom. Studies in Higher Education, 1901-1902.
• Nunan, D. (1991). Language Teaching Methodology. Toronto: Prentice Hall International English Language Teaching.
• Qinghua, L. (2010). The Impact of Portfolio-based Writing. Chinese Journal of Applied Linguistics, 103-116.
• Rahmatunisa, W. (2014). Problems Faced By Indonesian Efl Learners In Writing Argumentative Essay. Journal of English Education, 41-49.
• Teddlie, C., & Yu, F. (2007). Mixed Methods Sampling: A Typology With Examples. Journal of Mixed Methods Research, 77-100. Zamel, V. (1987). Recent Research on Writing Pedagogy. TESOL Quarterly, 697-715.