Arşiv ve Dokümantasyon Merkezi
Dijital Arşivi

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

Basit öğe kaydını göster

dc.contributor Graduate Program in English Language Education.
dc.contributor.advisor Bayyurt, Yasemin.
dc.contributor.author Sağlam, Mustafa.
dc.date.accessioned 2023-03-16T12:08:56Z
dc.date.available 2023-03-16T12:08:56Z
dc.date.issued 2005.
dc.identifier.other FLED 2005 S24
dc.identifier.uri http://digitalarchive.boun.edu.tr/handle/123456789/16620
dc.description.abstract This thesis aims at investigating the possible effects of portfolio assessment on proficiency development and classroom practices of EFL students as opposed to traditional assessment techniques. There were two types of assessment procedures used in the study: portfolio assessment and traditional assessment. 42 eleventh grader EFL students (two sections) in a Turkish military high school were elected by means of Oxford Placement Test 1 B1 & B2 and randomly assigned as experimental and control groups. In the middle and at the end of the treatment they were given an abbreviated version of Cambridge First Certificate Examination (CFCE). The teacher of these sections also kept a teacher log during the twelve-week period when the study was conducted. Data were analyzed using Pearson product moment correlation coefficient (Pearson r), and t-test procedures. Qualitative data were analyzed via content analysis suggested by Bordens and Bruce (2002). The results of the analyses indicated that students receiving portfolio assessment performed significantly higher than those of the ones who received traditional assessments in two different administrations of CFCE. Portfolio assessment scores were also consistent with the scores received in CFCE. On the other hand, first and second administration of CFCE indicated that students' scores did not differ within the experimental group. In other words, there was little or no proficiency development on repeated measures. Finally, the qualitative data revealed that portfolio assessment had a positive impact on students' classroom practices, improvement in the course, and feelings of monitoring their own progress.The results are interpreted in the light of profits of portfolio assessment in the literature (Barootchi & Kehsavarz, 2002; Fourie & Niekerk, 2001; Lockledge & Weinmann, 2001 and Simon & Forgette-Giroux, 2000 and Underwood, 1998). The students in the study benefited from the use of portfolio assessment through several aspects. They had higher grades, better tracked their development, and had higher amount of interaction than those of the students who received traditional assessment.
dc.format.extent 30cm.
dc.publisher Thesis (M.A.)-Bogazici University. Graduate Institute of Social Sciences, 2005.
dc.relation Includes appendices.
dc.relation Includes appendices.
dc.subject.lcsh Portfolios in education.
dc.subject.lcsh Educational tests and measurements.
dc.subject.lcsh English language -- Study and teaching.
dc.subject.lcsh Second language acquisition.
dc.title 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
dc.format.pages xii, 186 leaves;


Bu öğenin dosyaları

Bu öğe aşağıdaki koleksiyon(lar)da görünmektedir.

Basit öğe kaydını göster

Dijital Arşivde Ara


Göz at

Hesabım