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Portfolio-based writing instruction procedure with deferred grading, revision cycles, and reflective cover letter

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The article describes a 16-week portfolio procedure in which experimental-group students submitted drafts each session, received emailed feedback within two days, and were credited for revisions. At term's end each student presented "a portfolio of work to the instructor for evaluation and the term grade", containing two polished papers with all drafts and "a meta-analytical cover letter" justifying the selection. An independent scorer evaluated final portfolios to reduce instructor bias.

Design Implications

Context

Requirements

  • Students submit drafts each session and receive feedback by the next class meeting
  • A well defined scoring guide or rubric developed by both teacher and learner

Constraints

  • Implemented in a second-semester freshman English composition course at one college with a single instructor-researcher

Target Learners

  • EFL university freshman composition students

Learning Goals

  • L2 writing skill development and preparation for timed writing examinations

Claims

Examples

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Key Sources

  • 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
Page metadata
Field Value
type design
id portfolio-writing-instruction-procedure
title Portfolio-based writing instruction procedure with deferred grading, revision cycles, and reflective cover letter
description The article describes a 16-week portfolio procedure in which experimental-group students submitted drafts each session, received emailed feedback within two days, and were credited for revisions.
status review
generated by process:settle-candidates on 2026-11-01
trust unverified — no one has confirmed this page's content
sources 1 — behzad-nezakatgoo-2011

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