Portfolio-based writing assessment produced higher final examination writing scores than traditional non-portfolio assessment in an EFL composition course¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? EFL students assessed by portfolio gained higher final examination writing scores than students assessed traditionally. → Behzad Nezakatgoo 2011

Evidence¶

Behzad Nezakatgoo 2011¶

Behzad Nezakatgoo. (2011). The Effects of Portfolio Assessment on Writing of EFL Students. English Language Teaching, 4(2). https://doi.org/10.5539/elt.v4n2p231

q2 · i? · causal · r1

Paired-samples t-test comparing pretest and posttest writing (Trinity ISE) results of the portfolio-based experimental group and the traditional control group; the article reports "the obtained t as 3.199 with the Pvalue of 0.000". No effect size is printed.

"The following tables represent the obtained t as 3.199 with the Pvalue of 0.000 which is big enough to approve of the hypothesis that there is a significant difference between the performances of the students in both groups"

Discussion¶

Related Claims¶

• Portfolio assessment is followed by a statistically significant posttest difference in idiom knowledge between Iranian upper-intermediate EFL learners who kept portfolios and those who received traditional instruction — related
• At post-test, the multiple intelligences group significantly outperformed the traditionally instructed control group on the writing test — related