Abstract
This action research traced the development of a portfolio model for formative assessment in a remedial writing skills course. The context of the study was a private institute of higher education in the city of Karachi in Pakistan. The study attempted to gain insight into the various ways in which portfolios are used along with the associated benefits and challenges. This chapter, however, only reports on the benefits of portfolios which emerged from a thematic analysis of data collected from multiple sources. Findings revealed that portfolios enhanced the writing abilities of students helping them produce paragraphs with better organization and clearer sentences, encouraging them to cite evidence for arguments, and enabling them to demonstrate awareness of metacognitive strategies. Portfolios also allowed students to develop a focus on critical thinking skills rather than merely reproducing content knowledge, and fostered creativity. The chapter concludes with pedagogical suggestions for improving the portfolio model along with recommendations for stakeholders.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
A pseudonym.
References
Andrade, H. L., Du, Y., & Mycek, K. (2010). Rubric-referenced self-assessment and middle school students’ writing. Assessment in Education: Principles, Policy & Practice, 17(2), 199–214. https://doi.org/10.1080/09695941003696172
Bahous, R. (2008). The self-assessed portfolio: A case study. Assessment & Evaluation in Higher Education, 33(4), 381–393. https://doi.org/10.1080/02602930701562866
Bedir, G., & Onkuzu, E. (2014). The relationship between learning styles of university preparatory class EFL learners and their success in L2 lexical inferencing. International Journal of Academic Research, 6(2), 81–87. https://doi.org/10.7813/2075-4124.2014/6-2/B.13
Bryant, J., & Bates, A. (2010). The power of student resistance in action research: Teacher educators respond to classroom challenges. Educational Action Research, 18(3), 305–318. https://doi.org/10.1080/09650792.2010.499742
Chen, S. C. S., & Cheng, Y. P. (2011). Implementing curriculum-based learning portfolio: A case study in Taiwan. Early Child Development and Care, 181(2), 149–164. https://doi.org/10.1080/03004430.2011.536637
Connelly, M. (2010). Get writing: Sentences and paragraphs. Wadsworth, Cengage Learning.
Duong, M. T., Nguyen, T. K. C., & Griffin, P. (2011). Developing a framework to measure process-oriented writing competence: A case of Vietnamese EFL students’ formal portfolio assessment. RELC Journal, 42(2), 167–185. https://doi.org/10.1177/003368821140217
Dysthe, O., & Engelsen, K. S. (2011). Portfolio practices in higher education in Norway in an international perspective: Macro-, meso- and micro-level influences. Assessment & Evaluation in Higher Education, 36(1), 63–79. https://doi.org/10.1080/02602930903197891
Farooq, M. (2013). The use of portfolio in assessing students’ English writing skills (Unpublished master’s dissertation). Aga Khan University.
Gillett, A., & Hammond, A. (2009). Mapping the maze of assessment: An investigation into practice. Active Learning in Higher Education, 10(2), 120–137. https://doi.org/10.1177/1469787409104786
Gülbahar, Y., & Tinmaz, H. (2006). Implementing project-based learning and e-portfolio assessment in an undergraduate course. Journal of Research on Technology in Education, 38(3), 309–327.
Halai, N. (2012). Developing understanding of innovative strategies of teaching science through action research: A qualitative meta-synthesis from Pakistan. International Journal of Science and Mathematics Education, 10(2), 387–415. https://doi.org/10.1007/s10763-011-9313-0
Hessler, T., Konrad, M., & Alber-Morgan, S. (2009). Assess student writing. Intervention in School and Clinic, 45(1), 68–71. https://doi.org/10.1177/1053451209338400
Hu, G. (2007). Developing an EAP writing course for Chinese ESL students. Regional Language Centre Journal, 38(1), 67–86. https://doi.org/10.1177/0033688206076160
Iqbal, H. M., Azam, S., & Abiodullah, M. (2009). Using assessment for improving students learning: An analysis of university teachers’ practices. Bulletin of Education and Research, 31(1), 47–59.
Jones, J. (2012). Portfolios as ‘learning companions’ for children and a means to support and assess language learning in the primary school. Education 3–13: International Journal of Primary, Elementary and Early Years Education, 40(4), 401–416. doi: https://doi.org/10.1080/03004279.2012.691374
Kathpalia, S. S., & Heah, C. (2008). Reflective writing: Insights into what lies beneath. Regional Language Centre Journal, 39(3), 300–317. https://doi.org/10.1177/0033688208096843
Kemmis, S., & McTaggart, R. (2000). Participatory action research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 567–605). Sage.
Lam, R. (2010). The role of self-assessment in students’ writing portfolios: A classroom investigation. TESL Reporter, 43(2), 16–34.
Lam, R., & Lee, I. (2010). Balancing the dual functions of portfolio assessment. ELT Journal, 64(1), 54–64.
Lo, Y. F. (2010). Implementing reflective portfolios for promoting autonomous learning among EFL college students in Taiwan. Language Teaching Research, 14(1), 77–95. https://doi.org/10.1177/136216880934650
Lombardi, J. (2008). To portfolio or not to portfolio: Helpful or hyped? College Teaching, 56(1), 7–10. https://doi.org/10.3200/CTCH.56.1.7-10
Lynch, B., & Shaw, P. (2005). Portfolios, power and ethics. TESOL Quarterly, 39(2), 263–297.
McDonald, B. (2012). Portfolio assessment: Direct from the classroom. Assessment & Evaluation in Higher Education, 37(3), 335–347. https://doi.org/10.1080/02602938.2010.534763
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book. Sage Publications.
Moradan, A., & Hedayati, S. N. (2011). The impact of portfolios and conferencing on Iranian EFL learners’ writing skill. Journal of English Language Teaching and Learning, 8, 115–141.
Nezakatgoo, B. (2011). The effects of portfolio assessment on writing of EFL students. English Language Teaching, 4(2), 231–241. https://doi.org/10.5539/elt.v4n2p231
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/0307507060057209
Orr, D., Westbrook, J., Pryor, J., Durrani, N., Sebba, J., & Adu-Yeboah, C. (2013). What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? London: EPPI-Centre. Institute of Education, University of London.
Öztürk, H., & Çeçen, S. (2007). The effects of portfolio keeping on writing anxiety of EFL students. Journal of Language and Linguistic Studies, 3(2), 218–236.
Peterson, S. S., McClay, J., & Main, K. (2012). An analysis of large-scale writing assessments in Canada (grades 5–8). Alberta Journal of Educational Research, 57(4), 424–445.
Qinghua, L. (2010). The impact of portfolio-based writing assessment on EFL writing development of Chinese learners. Chinese Journal of Applied Linguistics, 33(2), 103–116.
Rahimi, M. (2013). Is training student reviewers worth its while? A study of how training influences the quality of students’ feedback and writing. Language Teaching Research, 17(1), 67–89. https://doi.org/10.1177/1362168812459151
Rodrigues, S. (2007). Assessing formatively in the English language classroom. Journal of Research and Reflections in Education, 1(1), 1–27.
Rodrigues, S. (2012). Portfolio assessment: Teachers’ experiences of implementation in primary English language classrooms in Pakistan. International Researcher, 1(3), 15–23.
Sahakian, P. (2009). Portfolios: Some kind of experience. California English, 14(4), 24–26.
Shamatov, D. A. (2007). Challenges of improving teachers’ assessment practices.Journal of Research and Reflections in Education, 1(1), 28–56.
Shamim, F. (2011). English as the language for development in Pakistan: Issues, challenges and possible solutions. In H. Coleman (Ed.), Dreams and Realities: Developing Countries and the English Language (pp. 291–310). British Council.
Solórzano, R. W. (2008). High stakes testing: Issues, implications, and remedies for English language learners. Review of Educational Research, 78(2), 260–329. https://doi.org/10.3102/0034654308317845
Struyven, K., Dochy, F., & Janssens, S. (2008). The effects of hands-on experience on students’ preferences for assessment methods. Journal of Teacher Education, 59(1), 69–88. https://doi.org/10.1177/0022487107311335
Tabatabaei, O., & Assefi, F. (2012). The effect of portfolio assessment technique on writing performance of EFL learners. English Language Teaching, 5(5), 138–147. https://doi.org/10.5539/elt.v5n5pl38
Van der Schaaf, M., Baartman, L., & Prins, F. (2012). Exploring the role of assessment criteria during teachers’ collaborative judgment processes of students’ portfolios. Assessment & Evaluation in Higher Education, 37(7), 847–860. https://doi.org/10.1080/02602938.2011.576312
Van Tartwijk, J., Driessen, E., Van Der Vleuten, C., & Stokking, K. (2007). Factors influencing the successful introduction of portfolios. Quality in Higher Education, 13(1), 69–79. https://doi.org/10.1080/1353832070127281
Webber, K. L., & Tschepikow, K. (2013). The role of learner-centred assessment in postsecondary organisational change. Assessment in Education: Principles, Policy & Practice, 20(2), 1–18. https://doi.org/10.1080/0969594X.2012.717064
Yazedjian, A., & Kolkhorst, B. B. (2007). Implementing small-group activities in large lecture classes. College Teaching, 55(4), 164–169. https://doi.org/10.3200/CTCH.55.4.164-169
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Appendices
Appendix A: Needs Analysis Questionnaire
Name: _______________________________.
-
1.
How long have you been learning English? (number of years).
-
2.
Do you speak English outside the class? If yes, list all places.
-
3.
How do you rate your writing abilities? â–¡Very well â–¡ Well â–¡ Fair â–¡ Not very well.
-
4.
Do you find it important to learn to write well in English? â–¡Yes â–¡ No.
-
5.
Do you keep a journal or a diary?â–¡Yesâ–¡ No.
-
6.
Do you enjoy writing? â–¡Yesâ–¡ No.
-
7.
How difficult do you find the following areas of writing?
-
(a)
Vocabulary â–¡ Very difficult â–¡ Ok â–¡ Easy
-
(b)
Style â–¡ Very difficult â–¡ Ok â–¡ Easy
-
(c)
Spelling â–¡ Very difficult â–¡ Ok â–¡ Easy
-
(d)
Grammar â–¡ Very difficult â–¡ Ok â–¡ Easy
-
(e)
Punctuation â–¡ Very difficult â–¡ Ok â–¡ Easy
-
(f)
Generating ideas â–¡ Very difficult â–¡ Ok â–¡ Easy
-
(g)
Organizing ideas â–¡ Very difficult â–¡ Ok â–¡ Easy
-
(a)
-
8.
How would you like to learn English in this course? Rank your choices from 1 (most important) to 3 (least important)
-
(a)
in groups
-
(b)
by reading
-
(c)
thinking by myself
-
(d)
being told by the teacher
-
(e)
by rote
-
(a)
-
9.
What do you wish to be able to do after finishing this course on writing skills?
Appendix B: Writing Task
Appendix C
Post-Intervention Semi-Structured Focus Group Discussion with the Students’ Guide
Your detailed feedback about your experiences of using portfolios will help me to make changes (if needed) for implementing this approach in the future.
-
1.
Please state your name.
-
2.
Did you have any prior experience of using portfolios? What did it involve? Did it involve merely putting all entries together in a file/folder? If yes, then do you now view portfolios differently? Or did your experience of portfolios lead you to dismiss this intervention because of perhaps not having a deeper understanding of the purpose behind portfolios other than an added task for you?
-
3.
How did you feel when you were told that you will be assessed through portfolios?
-
4.
How do you feel now about using portfolios? Have your feelings changed?
-
5.
What were some of the challenges you faced when working on your portfolios? Can you give specific examples? [provide counter-examples]
-
6.
Many of you did not meet the portfolio submission deadline. Why do you think that was so? Were you not interested in portfolios? Or not motivated to use them? Did you feel it did not help to develop your writing skills? Can you share specific examples of feedback that helped you?
-
7.
How did the teacher’s feedback on portfolios help you develop your writing skills?
-
8.
There were some occasions where I felt that some of you had trouble following my instructions, e.g., when I gave you deadlines, some of you didn’t understand those deadlines, why was this confusion? How could it be addressed?
-
9.
I felt that some of you left things till the last minute and that is why you couldn’t meet the deadline. Was that the case? Why?
-
10.
How did not having a regular teacher hinder you? Why wasn’t email beneficial?
-
11.
If you have to pick portfolios or exams which one will you choose and why?
-
12.
What were some of the advantages you think portfolios had for you in developing your writing skills?
-
13.
Do you think portfolios helped you in terms of improving your writing skills? Can you share any anecdotes or specific instances / examples?
Rights and permissions
Copyright information
© 2022 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Qayyum, R. (2022). Using Portfolios to Formatively Assess the Writing Skills of Undergraduate ESL/EFL Students. In: Ali Raza, N., Coombe, C. (eds) English Language Teaching in Pakistan. English Language Teaching: Theory, Research and Pedagogy. Springer, Singapore. https://doi.org/10.1007/978-981-16-7826-4_15
Download citation
DOI: https://doi.org/10.1007/978-981-16-7826-4_15
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-16-7825-7
Online ISBN: 978-981-16-7826-4
eBook Packages: EducationEducation (R0)