چکیده:
Abstract These days the use of portfolio assessment is very popular. If it is believed that students at all levels should be doing more than studying for tests; teachers should be doing more than teaching to tests; students should take a more active role in the learning process; and, then the portfolio assessment is an idea worth exploring.. The aim of this study was to introduce portfolio assessment into our classrooms for improving students' reading comprehension. To achieve this goal, the researcher adopted the quasi-experimental design comprising the pretest-treatment-posttest paradigm. Two classes were selected as the experimental and control groups from Cambridge Institute in Sari. They were 52 female students. The only difference between the two groups was integrating portfolio into learning for the experimental group. The result of this study indicated that portfolio assessment did not have a significant effect on the students' reading skill.
خلاصه ماشینی:
If it is believed that students at all levels should be doing more than studying for tests; teachers should be doing more than teaching to tests; students should take a more active role in the learning process; and, then the portfolio assessment is an idea worth exploring..
Because of the incompatibility of process learning and product assessment (Moya& O’Malley, 1994), language testers have suggested a number of alternative assessment options including self-assessments, student designed tests, portfolio assessment, learner-centered assessment, projects and presentations that “can be used with great success in today’s language classrooms” (Coombe, Folse & Hubley, 2007).
The aim of this study is to find out the effects of portfolio assessment on reading skills of students who enroll in a Cambridge Language Institute preparatory class.
In order to find the effect of portfolio assessment on students’ reading comprehension, the pretest and post-test scores of students in both control group and treatment group were compared with ANOVA for repeated measures.
Yurdabakan and Erdogan (2009) examined the effect of portfolio assessment on reading, writing and listening skill of the students.
The comparison made showed that the listening and reading skills of those students in treatment group where portfolio assessment was implemented did not differ significantly from those of students in the control group.
Conclusion The aim of this study was to examine the effects of portfolio assessment on the reading skill of the students in Cambridge Language Institute.
The comparisons made showed that the reading comprehension of those students in the experimental group where portfolio assessment was implemented did not differ significantly (p>.