The self‐assessed portfolio
This paper reports on a successful attempt to use the portfolio as a sole assessment tool for an upper level language arts course at an English‐medium university in Lebanon. Over four consecutive years in the spring semester, the teacher/researcher devised a special syllabus based on the teaching/le...
محفوظ في:
| المؤلف الرئيسي: | |
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| التنسيق: | article |
| منشور في: |
2015
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| الوصول للمادة أونلاين: | http://hdl.handle.net/10725/2423 http://dx.doi.org/10.1080/02602930701562866 http://www.tandfonline.com/doi/abs/10.1080/02602930701562866 |
| الوسوم: |
إضافة وسم
لا توجد وسوم, كن أول من يضع وسما على هذه التسجيلة!
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| الملخص: | This paper reports on a successful attempt to use the portfolio as a sole assessment tool for an upper level language arts course at an English‐medium university in Lebanon. Over four consecutive years in the spring semester, the teacher/researcher devised a special syllabus based on the teaching/learning of text discourses and other language tasks emphasizing skills to improve the English language of the learners. Only students’ portfolios were used to evaluate students’ work. The learners, majoring in Education or English, worked on various language tasks. They presented and assessed their work according to rubrics. Learners had to self‐reflect on each task, have a one‐to‐one conference with the class teacher, and assign a letter grade to their work. Results indicated that though using only portfolios for assessment purposes was a rather difficult task, it was still more effective than traditional assessment. Working on self‐assessed portfolios actively engaged learners in the learning process. |
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