Impacts of Portfolio Assessment on Iranian Efl Students’ Reading Comprehension Ability Based on Junior High School English Textbook (prospect 2)

Content Provider	Semantic Scholar
Author	Amani, Fatemeh Salehi, Hadi
Copyright Year	2017
Abstract	The studies about the use of portfolio assessment in foreign language teaching show that the portfolio assessment improves writing skills; however, foreign language skills are not limited to writing skill alone. Reading, speaking and listening skills are also important. Portfolio provides the students with the opportunity to see themselves as with special interests and needs in reading skill. The aim of this study is to examine the impact of portfolio as a descriptive assessment method on the development of Iranian EFL students' reading comprehension ability based on junior high school English textbook, Prospect 2. To this end, 20 Iranian EFL students all female from a guidance school were selected. The control group members (n=10) received traditional assessment and the experimental group members (n=10) received the portfolio assessment based on Prospect 2. Two reading comprehension tests as pretest and posttest were given to the students of both groups to find out their reading comprehension ability at the beginning and at the end of the treatment. In order to perform statistical analysis, descriptive and inferential statistical methods were applied. The results of the study did not show the superiority of portfolio method over conventional scoring method in the development of the students' reading comprehension. The results have some implications and suggestions for assessment, teaching and learning.
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Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article