From the Other Side of the Desk: Sixth Graders' Views on Portfolio Assessment
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Portfolio assessment has been widely recognized as providing solutions to the problems traditional tests fail to deal with adequately. It enables the teacher to assess students' English proficiency development more validly and reliably through the examination of their portfolios. In addition, it helps students develop their cognitive strategies which are critical to empowering themselves and growing as autonomous learners. However, despite these advantages, it is complex and difficult to implement in practice. Keeping these advantages and disadvantages in mind, this study examined how sixth graders perceived portfolio assessment and its implementing procedures. The result of this study reveals that, although the teacher planned and prepared portfolio assessment elaboratively, her students went through a considerable amount of difficulties during the assessment. However, it was shown that their satisfaction level with the assessment was high enough to seriously consider it as a legitimate evaluation instrument for their English proficiency development. Besides, this study confirms its positive instructional effects. The benefits of the assessment revealed in the study include the growth of students' confidence in learning English and reduced text anxiety, particularly for low-level students.
Abstract
Portfolio assessment has been widely recognized as providing solutions to the problems traditional tests fail to deal with adequately. It enables the teacher to assess students' English proficiency development more validly and reliably through the examination of their portfolios. In addition, it helps students develop their cognitive strategies which are critical to empowering themselves and growing as autonomous learners. However, despite these advantages, it is complex and difficult to implement in practice. Keeping these advantages and disadvantages in mind, this study examined how sixth graders perceived portfolio assessment and its implementing procedures. The result of this study reveals that, although the teacher planned and prepared portfolio assessment elaboratively, her students went through a considerable amount of difficulties during the assessment. However, it was shown that their satisfaction level with the assessment was high enough to seriously consider it as a legitimate evaluation instrument for their English proficiency development. Besides, this study confirms its positive instructional effects. The benefits of the assessment revealed in the study include the growth of students' confidence in learning English and reduced text anxiety, particularly for low-level students.
참고문헌 (18)
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