OCTOBER 2021

VOlUME 04 ISSUE 10 OCTOBER 2021
The Impact of Portfolio Assessment on The Moroccan EFL Students’Writing Skills
1Elmostafa OMARAKLY, 2Youssef Tamer
1,2bn Zohr University, Morocco
DOI : https://doi.org/10.47191/ijsshr/v4-i10-23

Google Scholar Download Pdf
ABSTRACT

The purpose of this study is to examine whether or not the integration of portfolio assessment as a part of the assessment practices in the Moroccan EFL context can have any significant impact on the Moroccan EFL students’ writing skills. Accordingly, the study adopted a quasi-experimental design with a sample of two separate groups with a total number of 48 common core students (24 students in each group). The two groups were randomly assigned into experimental and control groups. The experimental group benefited from ongoing portfolio-based writing assessment activities with various reflection and assessment techniques (i.e. self-and peer-assessment and teacher-student conferences) while the control group was tested using the regular summative writing achievement tests. The two groups were pre- and post-tested to determine the possible impact of the treatment. The experimental group students were also invited to share their views about portfolio assessment using written reflections. The results of the study showed that the students in the experimental group outperformed the students in the control group in their overall writing achievement as well as in their achievement at the level of various writing sub-skills. Additionally, the students’ reactions to the treatment show that the majority of the students had highly positive attitudes toward it in spite of the few reservations they raised.

KEYWORDS:

Traditional Assessment, Alternative Assessment, Portfolio Assessment, Summative Writing Achievement Tests, Students’ Attitudes.

REFERENCES

1) Abouabdelkader, S. (2018). Moroccan EFL University Students’ Composing Skills in the Balance: Assessment Procedures and Outcomes. In A. Ahmed & H. Abouabdelkader (Eds.), Assessing EFL Writing in the 21st Century Arab World: Revealing the unknown (pp. 79-109). Palgrave Macmillan, Cham. Doi: 10.1007/978-3-319-64104-1.

2) Aliweh, A. M. (2011). The effect of electronic portfolios on promoting Egyptian EFL college students’ writing competence and autonomy. Asian EFL Journal, 13(2), 90-132.

3) Al-Qadi, K., & Smadi, Q. (2014). The effect of group work and portfolio in writing activities on developing the linguistic and discourse competences of the EFL students at Al Al-Bayt University. Journal of Education and Practice, 5(15), 155- 161.

4) Andrade, H. L., Du, Y., & Wang, X. (2008). Putting rubrics to the test: The effect of a model, criteria generation, and rubric‐referenced self‐assessment on elementary school students' writing. Educational Measurement: Issues and Practice, 27(2), 3-13. Doi:10.1111/j.1745-3992.2008.00118.x

5) Arshya, K., Mahshid, M., Tahami, S., & Parvizi, G. R. (2019). Improving Grammar and Writing Skills of Iranian EFL Learners Through Portfolio Assessment. Studies in Literature and Language, 18(3), 48-60. Doi: 10.3968/11110.

6) Arter, J. A., & Spandel, V. (1992). Using portfolios of student work in instruction and assessment. Educational measurement: Issues and practice, 11(1), 36-44. DOI: https://doi.org/10.1111/j.1745-3992.1992.tb00230.x

7) Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74. Doi: 10.1080/0969595980050102.

8) Boumediene, H., Berrahal, F. K., & Harji, M. B. (2016). The Effectiveness of Portfolio Assessment on EFL Students' Writing Performance: The Case of Third Year Secondary Students in Algeria. Academic Journal of Interdisciplinary Studies, 5(3 S1), 119-119. Doi: 10.5901/ajis.2016.v5n3s1p119.

9) Bouziane, A. (1999). Towards a curriculum of EFL writing in Morocco. In M. Ahellal, O. Marzouki, & M. Najbi (Eds.), EFT curriculum: New challenges, new solutions (pp. 6-18). Rabat: MATE.

10) Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Retrieved from: https://uwe-repository.worktribe.com/preview/1043068/thematic_analysis_revised_-_final.pdf

11) Brown, H. D., & Lee, H. (1994). Teaching by principles: An interactive approach to language pedagogy (Vol. 1, p. 994). Englewood Cliffs, NJ: Prentice Hall Regents.

12) Brown, J. D., & Hudson, T. (1998). The alternatives in language assessment. TESOL quarterly, 32(4), 653-675.

13) Brown, H. D. (2004). Language Assessment: Principles and classroom practices. New York: Pearson Longman.

14) Chelli, S. (2013). Developing students’ writing abilities by the use of self-assessment through portfolios. Arab World English Journal, 4(2), 220–234. Retrieved from: https://www.awej.org/images/AllIssues/Volume4/Volume4Number2June2013/17.pdf

15) Elbow, P. (2000). Everyone can write: Essays toward a hopeful theory of writing and teaching writing. Oxford University Press on Demand.

16) Farahian, M., & Avarzamani, F. (2018). The impact of portfolio on EFL learners’ metacognition and writing performance. Cogent Education, 5(1), 1450918. Doi: https://doi.org/10.1080/2331186X.2018.1450918.

17) Fati, M. (2013). The effect of English writing proficiency in the type and amount of errors produced by Moroccan EFL students. International Journal of Education and Research. 1 (9), 1-12.

18) Ghoorchaei, B., Tavakoli, M., & Ansari, D. N. (2010). The impact of portfolio assessment on Iranian EFL students’ essay writing: A process-oriented approach. GEMA Online® Journal of Language Studies, 10(3). Retrieved from: http://ejournals.ukm.my/gema/article/download/77/71

19) Gottlieb, M. (1995), “Nurturing Student Learning Through Portfolios”, TESOL Journal, 5, 12-14.

20) Hamp-Lyons, L., & Condon, W. (2000). Assessing the portfolio: Principles for practice. Theory, Research. Cresskill, NJ: HamptonPress.

21) Haoucha, M. (2005). The effects of a feedback-based instruction programme on developing EFL writing and revision skills of first year Moroccan university students (Doctoral dissertation, University of Warwick). Retrieved from: http://wrap.warwick.ac.uk/1187/

22) Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. Doi : 10.3102/003465430298487

23) Herman, J.L., & Aschbacher, P.R., & Winters, L. (1992). A practical guide to alternative assessment. Alexandria, VA: Association for Supervision and Curriculum Development

24) Hiddas, M. (1996). A communication-centred analysis of EFL writing in the Moroccan high school. Unpublished D.E.S. dissertation, Faculty of Education, Rabat.

25) Kathpalia, S. S., & Heah, C. (2008). Reflective writing: Insights into what lies beneath. Relc Journal, 39(3), 300-317. Doi: 10.1177/0033688208096843.

26) Klenowski, V. (2002). Developing portfolios for learning and assessment: processes and principles. Routledge Falmer, London.

27) Lam, R. (2018a). Portfolio assessment for the teaching and learning of writing. Springer. Doi: 10.1007/978-981-13-1174- 1.

28) Lam, R. (2018b). Understanding Assessment as Learning in Writing Classrooms: The Case of Portfolio Assessment. Iranian Journal of Language Teaching Research, 6(3), 19-36. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1192566.pdf

29) Lucas, R. I. G. (2008). A Study on Portfolio Assessment as an Effective Student Self-Evaluation SchemeZ. The Asia-Pacific Education Researcher, 16(1), 23-32. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.610.6219&rep=rep1&type=pdf

30) Ministry of National Education. (2007a). English language guidelines for secondary schools: common core, first year, and second year baccalaureate. Rabat: Author.

31) Ministry of National Education. (2007b). Almodhakira 142-07. Attaqwiim Attarbawi bi-Assilk Athaanawi Atahiilii Li Alloghaat Alajnabya Athaaniya. [The ministerial circular N° 142-07 for the assessment of foreign languages in high school school]. Rabat. Author.

32) Ministry of National Education. (2014). The National Baccalaureate Exam Specifications: English Subject-All streams. Rabat: Author.

33) The Higher council of Education, Training and Scientific Research. (20O9). [Thematic report on the results of the National Program for the Evaluation of Academic Achievement]. Retrieved from https://www.csefrs.ma/

34) Moradan, A., & Hedayati, S. N. (2012). The impact of portfolios and conferencing on Iranian EFL learners’ writing skill. Journal of English Language Teaching and Learning, 3(8), 115-141. Retrieved from: https://elt.tabrizu.ac.ir/article_616_150.html.

35) Nemassi, M. (1991). An investigation into the written English of Moroccan secondary school pupils. Unpublished D.E.S. dissertation, Faculty of Education, Rabat.

36) Nezakatgoo, B. (2011). The Effects of Portfolio Assessment on Writing of EFL Students. English language teaching, 4(2), 231-241. Doi: 10.5539/elt.v4n2p231.

37) Nosratinia, M., & Abdi, F. (2017). The comparative effect of portfolio and summative assessments on EFL learners' writing ability, anxiety, and autonomy. Journal of Language Teaching and Research, 8(4), 823-834. Doi: 10.17507/jltr.0804.24.

38) Ozer, O., & Tanrıseven, I. (2016). The effect of portfolio-based writing assessment on the development of writing skills of EFL students. International Online Journal of Educational Sciences, 8(3). Doi: 10.15345/iojes.2016.03.004.

39) Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991). What makes a portfolio a portfolio. Educational leadership, 48(5).

40) Raimes, A. (1983). Techniques in Teaching Writing. Oxford: Oxford American English.

41) Sandford, B. & Hsu, C. C. (2013). Alternative assessment and portfolios: Review, reconsider, and revitalize. International journal of social science studies. 1(1), 215 – 221. Doi: 10.11114/ijsss.v1i1.69.

42) Song, B., & August, B. (2002). Using portfolios to assess the writing of ESL students: a powerful alternative?. Journal of second language writing, 11(1), 49-72. Doi: 10.1016/S1060-3743(02)00053-X.

43) Tabatabaei, O., & Assefi, F. (2012). The Effect of Portfolio Assessment Technique on Writing Performance of EFL Learners. English Language Teaching, 5(5), 138-147. Doi: 10.5539/elt.v5n5p138.

44) Tsagari, D. (2004). Is there Life beyond language testing? An introduction to alternative language assessment. Center for Research in Language Education,CRILE Working Papers No. 58. Retrieved from: Retrieved from: https://pdfs.semanticscholar.org/19ad/ddb4879992814f8ebbc323a8d6f2dd491a4f.pdf

45) Weigle, S. C. (2002). Assessing Writing. Cambridge University Press.

46) Wilkinson, D., Birmingham, P., (2003). Using research instruments: A guide for researchers. Taylor & Francis e-Library

VOlUME 04 ISSUE 10 OCTOBER 2021

Indexed In

Avatar Avatar Avatar Avatar Avatar Avatar Avatar Avatar Avatar Avatar Avatar Avatar Avatar Avatar Avatar Avatar