Portfolio assesment in ESL writing classrooms / Teti Rozi Ariffin

This qualitative case study examines portfolio assessment as an alternative tool in ESL writing classrooms of a class of students with limited language proficiency. Airasian (2002) has highlighted that portfolio assessment is a collection of selected students’ work to demonstrate their work and a...

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Main Author:	Ariffin, Teti Rozi
Format:	Thesis
Language:	English
Published:	2008
Subjects:	Assessment. Portfolios Children in suburban areas. Suburban education. Suburban schools
Online Access:	http://ir.uitm.edu.my/id/eprint/14967/ http://ir.uitm.edu.my/id/eprint/14967/1/TM_TETI%20ROZI%20ARIFFIN%20ED%2008_5.PDF

id	uitm-14967
recordtype	eprints
spelling	uitm-149672016-10-12T02:58:44Z http://ir.uitm.edu.my/id/eprint/14967/ Portfolio assesment in ESL writing classrooms / Teti Rozi Ariffin Ariffin, Teti Rozi Assessment. Portfolios Children in suburban areas. Suburban education. Suburban schools This qualitative case study examines portfolio assessment as an alternative tool in ESL writing classrooms of a class of students with limited language proficiency. Airasian (2002) has highlighted that portfolio assessment is a collection of selected students’ work to demonstrate their work and accomplishment over time to show their growth and development. This school is situated in a suburban area of Kuala Terengganu. The purpose of this study was to examine the effects of using portfolio assessment in ESL classrooms particularly towards writing essay, the students’ and teachers’ perceptions of having this portfolio assessment, the issues and challenges of portfolio assessment in ESL classrooms. The investigation employed qualitative research techniques. Data were collected from students’ portfolio which consisted of essays and learning journal, interviews with the students and teachers, and questionnaire for both groups. Thirtythree students were involved in the study and all submitted their complete portfolios. Data analysis revealed that most students preferred using portfolio assessment and admitted to getting better in writing English. Students reflected on learning their strengths and weaknesses through portfolio assessment. Teachers liked portfolio assessment but worried that the students’ proficiency level could not make it effective and successful. Few suggestions were recommended in making portfolio assessment a successful alternative assessment to the standardized testing. 2008 Thesis NonPeerReviewed text en http://ir.uitm.edu.my/id/eprint/14967/1/TM_TETI%20ROZI%20ARIFFIN%20ED%2008_5.PDF Ariffin, Teti Rozi (2008) Portfolio assesment in ESL writing classrooms / Teti Rozi Ariffin. Masters thesis, Universiti Teknologi MARA.
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Teknologi MARA
building	UiTM Institutional Repository
collection	Online Access
language	English
topic	Assessment. Portfolios Children in suburban areas. Suburban education. Suburban schools
spellingShingle	Assessment. Portfolios Children in suburban areas. Suburban education. Suburban schools Ariffin, Teti Rozi Portfolio assesment in ESL writing classrooms / Teti Rozi Ariffin
description	This qualitative case study examines portfolio assessment as an alternative tool in ESL writing classrooms of a class of students with limited language proficiency. Airasian (2002) has highlighted that portfolio assessment is a collection of selected students’ work to demonstrate their work and accomplishment over time to show their growth and development. This school is situated in a suburban area of Kuala Terengganu. The purpose of this study was to examine the effects of using portfolio assessment in ESL classrooms particularly towards writing essay, the students’ and teachers’ perceptions of having this portfolio assessment, the issues and challenges of portfolio assessment in ESL classrooms. The investigation employed qualitative research techniques. Data were collected from students’ portfolio which consisted of essays and learning journal, interviews with the students and teachers, and questionnaire for both groups. Thirtythree students were involved in the study and all submitted their complete portfolios. Data analysis revealed that most students preferred using portfolio assessment and admitted to getting better in writing English. Students reflected on learning their strengths and weaknesses through portfolio assessment. Teachers liked portfolio assessment but worried that the students’ proficiency level could not make it effective and successful. Few suggestions were recommended in making portfolio assessment a successful alternative assessment to the standardized testing.
format	Thesis
author	Ariffin, Teti Rozi
author_facet	Ariffin, Teti Rozi
author_sort	Ariffin, Teti Rozi
title	Portfolio assesment in ESL writing classrooms / Teti Rozi Ariffin
title_short	Portfolio assesment in ESL writing classrooms / Teti Rozi Ariffin
title_full	Portfolio assesment in ESL writing classrooms / Teti Rozi Ariffin
title_fullStr	Portfolio assesment in ESL writing classrooms / Teti Rozi Ariffin
title_full_unstemmed	Portfolio assesment in ESL writing classrooms / Teti Rozi Ariffin
title_sort	portfolio assesment in esl writing classrooms / teti rozi ariffin
publishDate	2008
url	http://ir.uitm.edu.my/id/eprint/14967/ http://ir.uitm.edu.my/id/eprint/14967/1/TM_TETI%20ROZI%20ARIFFIN%20ED%2008_5.PDF
first_indexed	2023-09-18T22:52:49Z
last_indexed	2023-09-18T22:52:49Z
_version_	1777417657038929920

Portfolio assesment in ESL writing classrooms / Teti Rozi Ariffin

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