Research Proposal

ÇUKUROVA UNIVERSITY

PORTFOLIO ASSESSMENT IN WRITING CLASSES OF THE FIRST GRADE

STUDENTS OF ELT DEPARTMENT

MUSTAFA ÇOBAN
MASTER DEGREE PROGRAM

ADVISOR
ASST. PROF. DR. HASAN BEDİR

RESEARCH PROPOSAL IN THE SUBJECT OF

ENGLISH LANGUAGE TEACHING

JANUARY, 2010
ADANA

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Research Proposal

ABSTRACT

PORTFOLIO ASSESSMENT IN WRITING CLASSES OF THE FIRST GRADE

STUDENTS OF ELT DEPARTMENT

MUSTAFA ÇOBAN

Research Proposal, English Language Teaching

Advisor: Asst. Prof. Dr. Hasan BEDİR
January, 17 pages

In this study, the portfolio assessment will be examined in the writing classes of the first

grade students of English Language Department. We have two aims: to examine whether

portfolios improve learners’ writing process and to examine the both negative and positive

effects of portfolios on the learners and instructors. There will be participants who study at the

first grade of Çukurova University English Language Department. Descriptive research

design will be used while conducting the study.

Keywords: Portfolios, Portfolio Assessment, Constructivism

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TABLE OF CONTENTS

ABSTRACT...................................................................................................................

CHAPTER 1
INTRODUCTION
1.1. Background to the Study ........................................................................................ 4
1.2. Statement of the Problem ....................................................................................... 5
1.3. The Aim of the Study ............................................................................................. 6
1.4. Research Questions..................................................................................................6
1.5. Definitions of Terms.................................................................................................7

CHAPTER 2
REVIEW OF LITERATURE
2.1. Introduction............................................................................................................8
2.2. Constructivism .......................................................................................................8
2.3. Advantages of Portfolio Assessment......................................................................9
2.4. Disadvantages of Portfolio Assessment.................................................................12

CHAPTER 3
METHODOLOGY

3.1. Introduction.......................................................................................................... 13
3.2. Research Design ...................................................................................................13
3.3. Participants ...........................................................................................................13
3.4. Data Collection .....................................................................................................13
3.5. Instrumentation .....................................................................................................14
3.5.1. Questionnaire.................................................................................................
3.5.2. Interview with the Teachers...........................................................................
3.5.3. Interview with the Students............................................................................

REFERENCES.............................................................................................................

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CHAPTER 1

INTRODUCTION

1.1 Background to the Study

Writing is mostly viewed as a complex and an exhausting process in that the writers

need to search for ideas and need to organize the content. Writing necessitates process

elements such as before, while and after writing to be taken into consideration. Writing is

generally regarded as homework study or a tool to enrich the syllabus of the instructor. The

goal of a writing class is to improve students’ writing skills. Thus, writing activities should

provide process learning and evaluate then students’ writing skills rather than focusing on

grammar or vocabulary topics. According to Gabrielatos (2002) ‘‘writing is a complex skill,

and its development involves much more than the accurate use of grammar and a good range

of vocabulary. A comprehensive EFL writing program requires the systematic treatment of a

large number of interrelated elements’’ (p.1). Many researches have been conducted so far as

to make writing elaborate and effective, one of which is portfolio assessment.

A lot of studies have been carried out in order to search the use of portfolio

assessment. For example Tierney, Carter & Desai states that (1991) ‘‘Portfolio assessment is

very much learner centered, which means that the student has input on not only what goes into

the portfolio but also on how the contents will be evaluated. In addition, the student has a role

in assessing his her own progress in the classroom. This learner-centered feature of portfolios

is what some called the ‘‘spirit’’ of the portfolio classroom’’ (cited in O’Malley & Pierce,

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1995, p.34). A portfolio is both an assessment instrument and a learning process itself, which

places the learner in the center of process.

Şahinkarakaş (1998) found results related to the use of writing portfolios. Her study

aimed to investigate the role of writing portfolios both in implementation and assessment. She

found that writing portfolios help learners to improve their writing abilities as they learn from

their mistakes in their drafts and they become organized and planned as they keep a folder

called portfolio. The learners have to study during the year rather than just a few weeks or

days before the sit down exam which has an effect on learners’ writing process. She also

states that portfolio implementation and assessment in a class encourage learner autonomy.

We can conclude from the results of these studies that learners become more

conscious of their learning process and ready to take responsibility for their own learning. The

learners can reflect on what they do while writing. In a word, it can be said that portfolio use

fosters learner awareness and learning in a time period.

1.2 Statement of the Problem

In recent years, the scholars point out that learning a language in process proceeds

successfully through a process period. Notwithstanding, in Turkey the language instructors

had not been focusing on student’s learning in process until new curriculum was put into

action all education institutions from pre-school to university grades. Writing is one of the

important language areas of learning. Moreover, writing needs more processing period than

any other skills. In this sense, portfolio provides the process period and aid to improving skills

in the writing classes.

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However, writing is taught in process, but evaluated as a product which causes an

inconsistency between teaching and evaluation. Thus, we will describe how well the portfolio

assessment facilitates students’ learning and works as regards to effectiveness.

1.3 Aim of the Study

The aim of the study is to examine portfolio assessment in writing classes of the first

grade students of English Language Teaching department. Furthermore, the study aims at

examining both the process and the effectiveness of portfolio assessment including both

positive and negative aspects.

The purpose of this study:

1. To examine whether portfolios improve learners’ writing process

2. To examine the both negative and positive effects of portfolios on the learners

and instructors

1.4 Research Questions

The following questions constitute the basis of the study:

1. Does the use of portfolios improve student’s writing skills?

2. Do the students believe that portfolios are effective in terms of evaluating their
writing product?

3. What are the advantages/disadvantages of the portfolio assessment?

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1.5 Definition of Terms

Constructivism: It is a philosophy of learning founded on the premise that, by

reflecting on our experiences, we construct our own understanding of the world we

live in. Each of us generates our own “rules” and “mental models,” which we use to

make sense of our experiences. Learning, therefore, is simply the process of adjusting

our mental models to accommodate new experiences (Constructivism, para. 1).

Portfolio: It is a purposeful collection of student work that exhibits the

student’s efforts, progress, and achievements in one or more areas (Paulson, Paulson

& Meyer 1991).

Portfolio Assessment: Portfolio assessment provides a body of student work–

essentially, a portfolio–that can be used to appraise student performance over time

(Portfolio Assessment, para. 1).

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CHAPTER 2

LITERATURE REVIEW

2.1 Introduction

In this chapter, we try to give related information about the theoretical framework of

this study. We aim to give literature review of constructivism and portfolio assessment as to

advantages and disadvantages.

2.2 Constructivism

In recent years many studies have been conducted to show the relationship how

learners construct their knowledge with their own existing knowledge. As learning is seen as a

process, constructivism, which consists of portfolio assessment, necessitates the elimination

of grades and traditional testing or classroom activities. Moreover, portfolio assessment

constitutes part of the learning process so that students play a key role in evaluating their own

progress in writing. Constructivism is a philosophy of learning founded on the premise that,

by reflecting on our experiences, we construct our own understanding of the world we live in.

Each of us generates our own “rules” and “mental models,” which we use to make sense of

our experiences. Learning, therefore, is simply the process of adjusting our mental models to

accommodate new experiences (Constructivism, para. 1). Williams and Burden (1997) states

that in contrast to more traditional views which see learning as the accumulation of facts or

the development of skills, the main underlying assumption of constructivism is that

individuals are actively involved right from birth in constructing personal meaning that is

their own personal understanding from their experiences. In other words everyone makes their

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own sense from the world and the experiences that surround them. In this way the learner is

brought into central focus in learning theory.

2.3 Advantages of Portfolio Assessment

Portfolio assessment is a system that helps students’ progress in a time period and an

alternative evaluation to traditional examination types such as ‘sit-down’. Portfolio, basically

means that student shows his/her progress, effort, achievement, mistakes in the collection of

writing products. Borthwick (1995) states that ‘‘the portfolio provides vital information for

diagnosing students’ strengths and weaknesses to help them to improve their performance’’

(p.24). Paulson and Meyer (1991) point out that ‘‘a portfolio is a purposeful collection of

student work that exhibits the student’s efforts, progress, and achievements in one or more

areas. The collection must include student participation in selecting contents, the criteria for

selection, the criteria for judging merit, and evidence of student self-reflection’’ (cited in

Şahinkarakaş, 98, p.5). Smith (2001) suggests that ‘‘the portfolio system, which provides a

range of writing selections, demonstrates competence’’ (p.221). Wolf (1989) states that a

portfolio is a unique opportunity for students to learn to monitor their own progress and take

responsibility for meeting goals set jointly with the teacher (cited in O’Malley & Pierce, 1995,

p.36).

Nunes (2003) points out that the portfolio is part of an alternative assessment

program and it can either include a record of students’ achievements or simply document their

best work. Or for some, the portfolio documents the students’ learning process, and still

others use it as a means of promoting learner reflection (p.327).

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According to Cohen, A.D (1998) ‘‘there has been a shift in many educational

programs from an emphasis on the content and results to an emphasis on process and on the

capacity of learner to self-direct his/her acquisition of knowledge’’ (p. 33). Macaro (2001)

explains that in the portfolio assessment system, the teacher no longer acts as the locus for all

instruction, and more and more the learners are acknowledged as playing an active role in the

diagnosis of their weaknesses and strengths, as well as in the selection of processes and

strategies to monitor and self-assess their learning, thus sharing responsibility for the

acquisition and development of their linguistic knowledge and skills (cited in Nunes, 2003,

p.328).

Nunes (2003) also points out that by using portfolios in EFL classes, the teacher

cannot only diagnose the learner’s skills and competences, but also become aware of their

preferences, styles, dispositions and learning strategies thus being able to adopt a more

learner- centered practice. How the students’ reflections can help the teacher make informed

decisions and choices in the classroom and also contribute to a greater student involvement in

the teaching-learning process, and to more autonomous learners of English (p.327). O’Malley

& Pierce (1995) adds that ‘‘in portfolio assessment students and teachers become partners

who confer on portfolio contents and their interpretation. It is not a matter of who has the last

word but of reaching consensus’’ (p.34).

Wolfe (1996) summarizes that portfolios can be used to assess how well students

work on long term projects, collaborate with others, develop a piece of work over time, and

reflect on their own learning. Not only do portfolios facilitate good instruction, but they also

empower students to take control of their learning (p.17).

Tanner et al. (2000) consider that serve three main purposes: evaluation,

employment, and professional growth portfolio as ‘a collection of themes and accompanying

evidence and reflection (a dossier) which shows what a student has achieved and learnt, and

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how the learning has taken place (p 23). According to Zubizarreta (2004) ‘‘the importance of

reflection, not just collection, in the construction of a portfolio; the process of creation;

linking evidence to reflection and a community of knowledge, including the presence of a

mentor and feedback by other students’’ (p.53).

Sa-Chaves (1997) states that ‘‘the portfolio may be conceived as a long letter written

to one’s self and to others and always returned. However, when it gets back to the student it is

enriched by new perspectives, new information, new insight, advice and support’’ (cited in

Nunes, 2003, p.328).

Miller and Richarde (1991) points out that ‘‘portfolio method of instruction is having

a significant effect on students’ perception of their ability to perform certain writing tasks and

that this method is tapping personality and motivational traits in a way that conventional

instruction cannot and this method asks the students to employ their metacognitive skills more

than other approaches do’’ (p.21).

Portfolio assessment decreases the negative effect of grading and fosters the

students’ creativity and being aware of their own task and strategy. Wolf (1989) briefly brings

about such outcomes:

• Students take responsibility for knowing where they are with regard to learning
goals.
• Students broaden their view of what is being learned
• Students begin to see learning as a process, thereby getting a developmental
perspective on their learning (cited in O’Malley & Pierce, 1995, p.36).

O’Malley and Pierce (1995) point out that ‘‘using single test scores and multiple-

choice tests, portfolios provide a multidimensional perspective on student growth over time.

Portfolios reveal much more about what students can do with what they know than do

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standardized tests. The use of portfolios encourages the students reflect on their work, to

analyze their progress and to set improvement goals’’ (p. 35).

To sum up, the portfolio assessment has many advantages when compared to

traditional approaches of assessment types as they do not give any task or focus on learning

process. On the other hand portfolio assessment contributes to both language instructor and

student because teacher analyzes and gets feedback on student’s ability and student develops

his/her own learning about writing in process.

2.4 Disadvantages of Portfolio Assessment

Although portfolio has many advantages, it has also some drawbacks. Necessitating

a long time and not knowing the principles of portfolio by instructors are primary

disadvantages of portfolio assessment. Smith (2001) points out that some teachers had

attended portfolio workshops because their schools were adopting portfolio assessment but

they complained of not really understanding the portfolio assessment procedure (p. 225). As

we can see, the portfolio system’s being new approach to skills creates an understanding

problem for teachers.

Wolf (1989) points out that ‘‘portfolios are not MAGIC. Just because students put

their work into manila folders or onto tapes, there is no guarantee that the assessment that

follows is wise or helpful. The assignments could be lockstep’’ (cited in Freedman, 2002,

p.40).

Köse (2006) points out that “the findings and conclusions drawn from the evaluation

and analysis of the portfolios of a target group might not be compared to students in other

institutions or even generalized. These findings are specific to the environment where the

portfolio is implemented” (p.40).

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CHAPTER 3

METHODOLOGY

3.1 Introduction

This section gives information about the nature of the research, the selection of the

participants, the data collection procedure, and the instruments. The focus of this study is to

explore portfolio assessment process and the effectiveness in writing classes.

3.2 Research Design

In this study, descriptive research design will be used to examine both the process

and the effectiveness of portfolio assessment.

3.3 Participants in the Study

The study will include the first grade students of the ELT department in Adana

Çukurova University. The participants will be chosen by ‘‘Convenience Sampling ’’ due to

the possibility of overlapping with our own lessons in the MA program. This study will not

take the gender of the students into consideration.

3.4 Data Collection

In this study the data will be collected through questionnaire and interviews.

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3.5 Instrumentation

3.5.1 Questionnaire

In order to obtain data on the process and the effectiveness of portfolio

assessment, the questionnaire will be used.

3.5.2 Interview with the Teachers

Through interviews, teachers will be asked how effective they can use the

portfolio system and how they find themselves in the portfolio process.

3.5.3 Interview with the Students

Students will be asked how well they benefit from the portfolio assessment

as regards to learning in process and effectiveness of the system.

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REFERENCES

Borthwick. (1995). The Portfolio Assessment. In Şahinkarakaş, Ş. (1998). Portfolio

Assessment in Writing Classes: Implementation and Assessment, 6-10.

Cohen, A.D. (1998). Strategies in Learning and Using a Second Language. London:

Longman. 33-38

Constructivism (2010), Retrieved January 2, 2010 from

http://www.funderstanding.com/content/constructivism

Gabrielatos, C. (1998-2002), “EFL Writing Product and Process”, Website, Retrieved

December 25, 2009 from http://www.gabrielatos.com/EFL Writing.htm

Köse, N. (2006), “Effects of Portfolio Implementation and Assessment on Critical

Reading and Learner Autonomy of ELT students”, PhD Thesis,

Çukurova University, the Institute of Social Sciences, Adana.

Macaro, E. (2001). Learning Strategies in Foreign and Second Language Classroom.

London: Continuum. In Nunes, A. (2003). Portfolios in the EFL classroom:

disclosing an informed practice. Journal of ELT, 58(4).

Retrieved November 18, 2009 from

http://eltj.oxfordjournals.org/cgi/search?fulltext=Portfolios+in+the+EFL+classroos
m&x=630&y=443

Miller, E.P. & Richarde, R.S. (1991). The Relationship between the Portfolio Method of

Teaching Writing and Measures of Personality and Motivation: The Annual

Meeting of the Conference on College Composition and Communication, Boston,

April 21-23, 1991.

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Nunes, A. (2003). Portfolios in the EFL classroom: disclosing an informed

practice. Journal of ELT, 58(4).

Retrieved November 12, 2009 from

http://eltj.oxfordjournals.org/cgi/search?fulltext=Portfolios+in+the+EFL+classroos
m&x=630&y=443

O’Malley, M.J & Pierce, V.L. (1995). Authentic Assessment for English Language

Learners: Practical Approaches for Teachers. New York: Longman.

Paulson, Paulson. & Meyer. (1991). What makes a Portfolio a Portfolio? In

Şahinkarakaş, Ş. (1998). Portfolio Assessment in Writing Classes: Implementation

and Assessment, 6-10.

Sa-Chaves, I. (1998). ‘Porta-folios’. In Nunes, A. (2003). Portfolios in the EFL

classroom: disclosing an informed practice. Journal of ELT, 58(4).

Smith, J. (2001). Modeling the Social Construction of Knowledge in ELT Teacher

Education. Journal of ELT, 58(4).

Retrieved January 2, 2010, from

http://eltj.oxfordjournals.org/cgi/search?
fulltext=Modeling+the+social+construction+of+knowledge+in+ELT+teacher+edu
cation&x=628&y=438

Şahinkarakaş, Ş. (1998), “Portfolio Assessment in Writing Classes: Implementation

And Assessment”. PhD Thesis, Çukurova University, The Institute of Social

Sciences, Adana.

Tanner, R.D. Longayroux, D. Beijaard, and N. Verloop. (2000). ‘Piloting Portfolios:

Using Portfolios in pre-service teacher education’. ELT Journal 54(1): 20-8

Tierney, Carter & Desai. (1991). Portfolio Assessment in the Reading-Writing

Classroom. Norwood, Mass: Christopher-Gorden. In O’Malley, M.J & Pierce,

V.L. (1995). Authentic Assessment for English Language Learners. New York.

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Longman.

Williams, M. & Burden, R.L. (1997), Psychology for Language Teachers: A Social

Constructivist Approach, Cambridge University Press: United Kingdom.

Wolf, D. (1989). Portfolio Assessment: Sampling Student Work. Educational

Leadership 46(7). In O’Malley, M.J & Pierce, V.L. (1995). Authentic Assessment

for English Language Learners. New York. Longman.

Wolfe, E.W. (1996). Student Reflection in Portfolio Assessment: The Annual Meeting

of the National Council on Measurement in Education, New York, April 9-11,

1996.

Zubizarreta, J. (2004). The Learning Portfolio: Reflective Practice for Improving

Student Learning. Bolton, Mass: Anker Publishing Company.

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