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Title of research:
An investigation on feasibility of portfolio assessment to enhance academic performance in
context of second language learning.

Introduction:
Within the field of assessment of second language learners, summative tests have been the mainstay of
performance markers. Studies have found that coupled with pre-existent fears associated with learning a
second language, summative assessments lead to test anxiety that has an adverse impact on exam
performance of learners. Though portfolio assessment is a grading tool traditionally reserved for visual
arts-based domains such as design and photography, it has potential to circumvent test-takers anxiety on
test day. Being a criterion-based assessment, its goal is to lead the students’ learning process rather than
provide a broad assessment based on previous accomplishments. The teacher is given a hands-on role in
assisting students in tracking their "footsteps" so that they may recognize the strengths and shortcomings
in their work and set expectations for themselves. Portfolios, instead of always exams, have the ability to
increase students' motivation for learning by reflecting important aspects of Self-Determination Theory
such as agency, ability, and relatedness (Ryan and Deci, 2000). A portfolio-based summative assessment
tracks learning just as well as a regular exam and may have significant benefits such as lowering anxiety
in students (Slater, 1995; Struyven et al., 2006). Though many researchers have explored the benefits of
portfolio assessments, in terms of theoretical concerns and factual studies there is currently a lack of
research on portfolio assessment in relation of second language learners.

Objectives:
The long-term goal of the research is to develop a portfolio assessment mechanism that utilizes criteria
developed accordingly by language instructors rather than those determined in advance.

The objective of the current study is to provide a comprehensive review of literatures and academic
practices in relation to portfolio assessment and outline a conceptual framework for implementing
portfolio-based grading.

The overall objective is to explore the potential of portfolio assessment in achieving the learning outcome
in a second language learning context.

Sub objectives include:

 To identify key barriers to implementing portfolio assessment.

Literature Review:

Only a few studies have addressed the practice of portfolio assessment in English teaching setting,
specifically outlining the benefits of the assessment.
Students' reactions to portfolios were observed by Doner and Gilman (1998) when they surveyed 621
students and gave them an open-ended questionnaire. They discovered that portfolios can provide
students with a number of advantages. Portfolios have been proved as evaluations that provide a more
accurate picture of students' learning than tests; they build personal skills and self-confidence; they
improve relationships with teachers and classmates; and they promote organizational and development
abilities.
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Conventional language tests, according to Dave (1999), seem to primarily focus on testing target
language knowledge rather than skills and strategies; on grammatical and lexical accuracy rather than
discourse skills, fluency, flexibility, range, and delicacy; and on the production of scores and grades
rather than providing feedback to pupils and educators. Portfolio assessments, on the other hand, are
largely concerned with evaluating students' talents, discourse skills, fluency, and flexibility, as well as
providing a wide range of responses to teachers, students, and guardians.

Another benefit of implementing portfolio assessments is that pupils are trained to think independently as
well as study independently (Hancock, 2004). This is most likely due to the regulation that students are
required to actively engage in selecting their works for inclusion in portfolios as part of the portfolio
assessment process. They are also encouraged to meet with their teachers to discuss their progress and
plan future goals.

According to Gomez (1999), there are numerous factors for which instructors should be prepared for
professional training. Teachers should first be educated on the advantages of assessment portfolios in
order to persuade them that it is a viable alternative to their current testing system, especially since
portfolios involve more work at first than standardized examinations. Teachers should then be given
instructions on how to include portfolio assessment into their instructional programs so that they may plan
for evaluation opportunities as they plan their lessons. A summary of the teaching practices that inspire
students to take responsibility for and reflect on their own learning should also be included in professional
development programs.
However, no study to date has examined the feasibility of portfolio assessments as a grading mechanism
of English language learners.

Methodology:
The proposed sample group is a group of up to twenty ESL instructors/teachers, acknowledged for their
expertise by their appointment as Advanced Skills Teachers, Head Teachers, Deputy Head Teachers etc.
based in Bangladesh.

The group will be drawn from a group of English language educators who are attending a three-day
course given by the project leader. Participation by the educators will be through self-selection.

Stage 1
After being selected, the educators will be involved in documenting their portfolio work– both the process
and the product. A multi-method approach will include the use of questionnaire; observation; and the
ongoing completion of a learning journal. Focus group discussions will take place with all participants
having the opportunity to contribute.

Stage 2
Visits will be made by the project leader to a sub-set of the sample in their settings. Once again
participation by the teachers will be through self-selection. A multi- method approach will include the use
of semi-structured interview; observation; examination of portfolio documentation collected by the
participants.

References:
Salehi, Masoomeh & Marefat, Fahimeh. (2014). The Effects of Foreign Language Anxiety and Test
Anxiety on Foreign Language Test Performance. Theory and Practice in Language Studies. 4.
10.4304/tpls.4.5.931-940.
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Davies, A.C., & Lemahieu, P.G. (2003). Assessment for Learning: Reconsidering Portfolios and Research
Evidence.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation,
social development, and well-being. American psychologist, 55(1), 68.

Slater, T. F. (1995). A Qualitative and Quantitative Comparison of the Impact of Portfolio Assessment
Procedures versus Traditional Assessment in a College Physics Course.

Struyven, K., Dochy, F., Janssens, S., Schelfhou, W., & Gielen, S. (2006). The overall effects of end-of-
course assessment on student performance: A comparison between multiple choice testing, peer
assessment, case-based assessment and portfolio assessment. Studies in Educational Evaluation, 32(3),
202-222.

Doner, K.D. & Gilman, D.A. (1998). “Students React to Portfolio Assessment”, Contemporary
Education, Spring 1998.Vol.69,
Alan, Dave. (1999). “Testing and Assessment”, English Teaching Professional, Issue Eleven April
1999, England, retrieved from https://www.proquest.com/docview/233026986 on 9th February 2022.

Hancock, R.C. (2004). “ Alternative Assessment and second Language Study: What and Why,” Eric
Digest, July 2004, The Ohio State University.

Gomez, E.L. (1999). Assessment Portfolios and English Language Learners: Frequently Asked Questions
and a Case Study of the Brooklyn International High School. USA: The Education Alliance, LAB at
Brown University.