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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Research Proposal
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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Research Proposal
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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Research Proposal
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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Research Proposal
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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Research Proposal
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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Research Proposal
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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Research Proposal
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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Research Proposal
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
standardized tests. The use of portfolios encourages the students reflect on their work, to
analyze their progress and to set improvement goals’’ (p. 35).
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Research Proposal
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).
CHAPTER 3
METHODOLOGY
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Research Proposal
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.
3.5 Instrumentation
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Research Proposal
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.
REFERENCES
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Research Proposal
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+classroosm&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.
Nunes, A. (2003). Portfolios in the EFL classroom: disclosing an informed
practice. Journal of ELT, 58(4).
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Retrieved November 12, 2009 from
http://eltj.oxfordjournals.org/cgi/search?fulltext=Portfolios+in+the+EFL+classroosm&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+education&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.
Longman.
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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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