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Self-assessment of Writing in a Portfolio Program: A Case of Iranian EFL Learners (Analysis Paper)

After shifting away from the psychometric and the integrative language testing paradigms towards the communicative language testing paradigm, consultants in writing and evaluation have been involved with creating situations underneath which learners can expertise and show writing in an genuine method in order that their writings will tally those in non-test conditions. As a substitute evaluation possibility, portfolio-based writing evaluation has lately obtained appreciable consideration within the discipline of ESL/EFL writing. Nevertheless, self- evaluation as a nook stone of portfolio pedagogy has obtained scant empirical consideration within the second/overseas language educating literature. Subsequently, the current research aimed toward evaluating trainer evaluation and college students’ self-assessment of writing in a portfolio program in Iranian EFL context. Additionally, it aimed toward eliciting college students’ perceptions about self-assessment. To research information, unbiased samples t-test was used. The outcomes confirmed that there’s a vital distinction between trainer’s evaluation and college students’ self-assessment in the beginning and the tip of the portfolio program. College students’ perceptions have been additionally elicited via interviews. The outcomes appear to have some implications for curriculum growth and educating and evaluation of L2 writing.

Key phrases

Various evaluation
Essay writing
Portfolio evaluation
Self-assessment

Article Title [فارسی]

خود ارزیابی نگارش در برنامه پوشه کار توسط دانشجویان ایرانی انگایسی به عنوان زبان خارجی

Authors [فارسی]

بهروز قورچائی 1
منصور توکلی 2

بعد از دور شدن از پارادایمهای ارزشیابی سایکومتریک و ترکیبی و رسیدن به پارادایم ارتباطی ارزشیابی زبان متخصصان نگارش و ارزشیابی در پی به وجود آوردن شرایطی بودند تا در آن یادگیرندگان، نگارش را به شیوه واقعی تجربه و به نمایش بگذارند تا نگارش آنها به آنچه در موقعیت غیر ارزشیابی رخ می دهد شبیه باشد.اخیرا، ارزشیابی بر اساس پوشه کار به عنوان روش ارزشیابی جایگزین توجه زیادی را در حیطه نگارش انگلیسی به عنوان زبان دوم یا زبان خارجی به خود جلب کرده است. با این وجود خود ارزیابی به عنوان بخش مهمی از آموزش پوشه کار،مورد توجه تجربی اندک در حوزه آموزش زبان دوم یا زبان خارجی واقع شده است.بنابر این، مطالعه حاضر سعی در مقایسه بین ارزشیابی معلم و خود ارزیابی نگارش دانشجویان در برنامه پوشه کار در بافت انگلیسی به عنوان زبان خارجی در ایران دارد. هدف دیگر تحقیق دریافت تصور دانشجویان از خود ارزیابی در این بافت می باشد.برای ارزیابی فرضیه های تهی از روش آماری تی- تست مستقل استفاده شد تا به این موضوع پی برده شود که آیا اختلاف معناداری بین خود ارزیابی و ارزشیابی معلم در ابتدا و انتهای برنامه پوشه کار وجود دارد. داده های مربوط به تصور دانشجویان از طریق انجام مصاحبه گردآوری شد.نتایج نشان داد که بین ارزشیابی معلم و خود ارزیابی نگارش دانشجویان درابتدا و انتهای برنامه پوشه کار در بافت انگلیسی اختلاف معنا داری وجود دارد.به نظر می رسد نتایج حاصل از تحقیق کاربردهایی در زمینه های برنامه ریزی درسی و تدریس و ارزشیابی نگارش زبان دوم دارد

Key phrases [فارسی]

ارزشیابی جایگزینی
مقاله نویسی
ارزشیابی پوشه ای
خود ارزیابی

Full Textual content

Self-assessment of Writing in a Portfolio Program: A Case of Iranian EFL Learners

Summary

Key phrases: Various evaluation, Essay writing, Portfolio evaluation, Self-assessment

1. Introduction

With the dissemination of course of approaches to writing, there was a shift of curiosity from conventional norm-referenced summative evaluation of writing to formative, learner-directed evaluation, from bureaucratic testing to democratic evaluation, from outcomes-based grading to process-based evaluation during which evaluation is aimed toward enhancing studying and educating. Conventional exams are incongruent with present practices in EFL writing lessons. As Barootchi and Keshavarz (2002) argue, such exams fail to offer wealthy descriptive details about the product and means of studying. Due to the incompatibility of course of studying and product evaluation and the distinction between data wanted and the knowledge derived via conventional exams, alternative routes of evaluation are important and a paradigmatic shift in evaluation is required (Gottlieb, 1995).

Amongst different evaluation choices, portfolios have obtained appreciable consideration within the discipline of schooling. Nevertheless, little analysis is finished regarding the usage of portfolios with faculty college students within the EFL context (Yang, 2003). Equally, self-assessment as a measure of language studying has been the main focus of accelerating curiosity within the discipline of language schooling. Though there’s ample analysis in first language pedagogy which means that self-assessment is pedagogically useful, few EFL/ESL research have delivered to the fore the query as to how successfully college students can perform as raters (Matsuno, 2009). Furthermore, there’s shortage of empirical analysis associated to self-assessment in portfolio-based writing applications. Thus, this research handled self-assessment as a nook stone of portfolio pedagogy to see the distinction between self- and trainer evaluation of writing in a portfolio-based writing program. Additionally, makes an attempt have been made to seek out out college students’ opinions about self-assessment in this system.

2. Assessment of the Associated Literature

Constructivist studying is standard on the planet of schooling at present as a result of it’s perceived as a extra pure, related, productive, and empowering framework (Buyukduman & Sirin, 2010). In constructivist schooling, studying is constructed by learners fairly than transmitted type academics. Up to now, studying was thought to be the acquisition of information and abilities, however now it’s thought-about as socially derived and located, constructed, and developed in interactions with others (Vygotsky, 1986). In Williams and Burden’s (1997) social constructivist mannequin, 4 key elements affect the training course of: Lecturers, learners, duties, and contexts which work together with one another as a part of a dynamic course of.

If the aim of instruction and evaluation is significant studying, studying must be about setting up data fairly than acquisition of information (Mayer, as cited in Struyven, Dichy, Janssens, Schelfhout & Gielen, 2006). Though constructivism has been thought-about a studying idea, a number of pedagogical ideas are drawn from it to facilitate studying and evaluation (Buyukduman & Sirin, 2010). Jonassen (1991) launched some factors associated to acceptable evaluation within the constructivist studying idea:

Expertise can and can drive the problem of constructivism.
Evaluation should be outcome-based and student-centered.
Evaluation methods have to be developed which replicate educational outcomes.
Grades have to be contracted the place they’re required.
There have to be non-graded choices and portfolio evaluation.
There have to be self – and peer analysis in addition to trainer evaluation.
Efficiency requirements have to be developed.
A grading system have to be developed which offers significant suggestions.
College students can be videotaped as they work as a part of their portfolio; and
The main target have to be on originality fairly than regurgitation; it is very important consider how the learner goes about setting up his or her personal data fairly than the product.

The final decade of the second millennium has witnessed a widespread experimentation with learner-centered different evaluation strategies. The priority of evaluation is now the continued evaluation of scholars’ efforts and contribution to the training course of (Ross, 2005). Evaluation is considered as a dynamic, ongoing course of which is inextricably linked to educating and studying. In actual fact, within the constructivist schooling, evaluation happens concurrently with the training course of (Marlowe & Web page, 2005). In actual fact, evaluation is considered as a part of educating and studying not because the end-result of educating and studying.

2.1. Conventional Vs. Various Evaluation

Because the function of writing in second/overseas language schooling will increase, there’s a better must develop extra dependable and legitimate methods of gauging the writing means (Weigle, 2002). Up to now, individuals used to evaluate the writing means of a person not directly by giving a number of selection exams of grammar and utilization, however as Hughes (2003) assumes, one of the best ways to check a person ‘s writing means is to get them to jot down (i.e. direct testing of the writing means).

Conventional approaches to writing evaluation targeted primarily on the cognitive facets of writing. Nevertheless, writing must be considered not solely as a product but in addition as a “social and cultural act” (Weigle, 2002, p. 19). Studying to jot down includes greater than studying vocabulary and grammar or the rhetorical types of educational writing (ibid). Thus, there was a development in language evaluation away from extremely decontextualized take a look at designs in the direction of different evaluation procedures like self-and peer-assessment, journals, portfolios, and conferences that are “extra genuine of their elicitation of significant communication” (Brown, 2001, p. 405). As a result of exams make college students compete with one another, they can not present peer studying. Additionally, college students have restricted time for efficiency on exams which makes them nervous and anxious. Consequently, different evaluation choices like portfolios have come to the fore to resolve the deficiencies of exams (Ustunel & Deren, 2010). These new modes of evaluation inform college students that their success relies upon not on how a lot however on how nicely they’ve discovered (Hargreaves, cited in Struyven, et al. 2006).

2.2. Portfolio Evaluation

Portfolio is considered as some of the standard alternate options in evaluation, particularly throughout the framework of communicative language educating (Brown, 2004). Within the discipline of overseas language educating and studying, it’s regarded in its place evaluation instrument used to offer alternatives for absorbing language authentically and actively, and for assessing learner progress (Delett, Barnhardt & Kevorkian, 2001). In response to Hyland (2003), in ESL writing context, portfolios are a response to testing conditions whereby college students produce one-shot items of writing with no alternatives for collection of matter and revision, disadvantaging L2 writers who want longer time to carry out such duties. Hyland asserts that “portfolio analysis displays the observe of most writing programs the place college students use readings and different sources of knowledge as a foundation for writing and revise and resubmit their assignments after receiving suggestions from academics or friends” (p. 233).

In response to Tiwari and Tang (2003), there’s an assumption within the literature that throughout the means of making ready portfolios, studying is fostered as college students are inspired to replicate on their observe, establish studying wants, and provoke additional studying. To understand the total potential of portfolios, because the authors argue, the belief must be supported with empirical proof.

2.3. Self-assessment within the EFL/ ESL Writing Context

Self-assessment denotes the scholar’s analysis of their very own efficiency at varied factors in a course (Coombe, Folse & Hubley, 2007). There was an rising curiosity in self-assessment in increased schooling on the flip of the century. Boud (2000) factors out that for the event of lifelong studying abilities, evaluation should transfer from the unique area of assessors to the fingers of learners (p. 151). Little (2005) has talked about the explanations for participating learners in self-assessment. First, in a learner-centered curriculum, college students must be concerned not solely in choices in regards to the content material of the curriculum but in addition within the means of assessing curriculum outcomes, together with their studying achievement. Second, in learner-centered pedagogies aimed toward creating learner autonomy, self-assessment performs a significant function in shaping and directing the reflective course of. Third, to the extent that languages discovered in formal contexts must be used past the classroom context, correct self-assessment is a vital a part of this system that permits learners to show events of goal language use into alternatives for additional express studying.

Janssen-van Dieton (2000) reviews the outcomes of a research aimed toward investigating the validity of self-assessment carried out by migrants with a low academic degree. The scholars have been educated to hold out self-assessment of their progress. The outcomes confirmed that coaching led to extra correct evaluation and in addition increased scores in writing take a look at total. Nevertheless, there was not a statistically vital distinction between the management and experimental teams of the research. In a longitudinal research, El-Koumy (2004) investigated the impact of self-assessment of writing product and course of on EFL college students’ writing. They discovered that self-assessment of writing course of considerably improved the scholars’ amount of writing as measured by a easy depend of whole phrases in every composition. Additionally, self-assessment of writing product considerably improved the scholars’ high quality of writing as measured by the variety of phrases in error-free T-units.

2.4. Portfolios and Pupil Self-assessment

Self-assessment and reflection are considered by Gottlieb (2000) because the cornerstones of learner-directed evaluation. Delett, et al., (2001) keep that the usage of portfolios results in an interactive evaluation course of that includes each college students and academics and types a partnership within the studying course of. When used interactively, portfolios present college students with a way of involvement in and management over their studying (Genesee & Upshur, 1996). In response to Genesee and Upshur, college students are considered not as objects of analysis however as brokers of reflection and analysis. They encourage learners to replicate upon their very own studying, to evaluate their strengths and weaknesses, and to establish their very own studying targets. Wu (2005) reckons that portfolio evaluation emphasizes long-term studying and a number of evaluation, and encourages self-assessment and reflection, learner-teacher interplay, reader analysis and interplay. Equally, Kuo and Popham as each cited in Chang (2008) take into account self-assessment as some of the vital gadgets in portfolio evaluation.

It might be talked about that self-assessment within the literature on portfolio pedagogy is of two sorts which may be known as formative and summative. The formative self-assessment refers to college students’ reflections and self-evaluation of their progress throughout the implementation of portfolios. As Gottlieb (2000) notes, a number of alternatives for college students’ self-assessment inside instruction make the scholars turn into unbiased learners whereas buying English. Additionally, Camp and Levine (1991) level out that reflection reveals the hidden facets of studying which is unknown even for the scholar writers themselves. Discussing portfolio-based reflection, D’Aoust (1992) argues that “reflection is the act of pausing to see oneself as a author. It allows a author to have fun his or her strengths in addition to establish areas to be developed” (p. 43). For example of formative self-assessment within the portfolio program, one might discuss with Elahinia’s (2004) research during which the individuals self-assessed their writing items throughout the course based mostly on a self-assessment guidelines developed by the researcher. The outcomes confirmed that there was a excessive correlation (.73) between trainer evaluation and self-assessment within the portfolio program. In one other experimental research, Sajedi (2014) investigated the impact of self-assessment on EFL college students’ composition abilities. The experimental group assessed their writing based mostly on a self-assessment information which requested them to fee their compositions based mostly on subskills together with group, content material and construction, and grammar. The outcomes confirmed that college students within the experimental group considerably outperformed those within the management group by way of composition.

Summative self-assessment is finished after the portfolio is full. Learners may be requested to incorporate – as an illustration in an introductory letter to their portfolios – their evaluative account of the portfolio expertise (Hirvela & Pierson, 2000). The letter and the portfolio present the scholars with “a beneficial alternative to evaluation their effort and progress throughout the course, and in addition a time to replicate on the training types that introduced them up to now” (p. 124). Additionally, they is perhaps requested to fee their portfolios towards a guidelines which was used to information the portfolio course of from the start (Little, 2005). As Little factors out, this method is actually restricted to the rapid context of studying and will apply standards which have little relation to the factors of exterior evaluation. For example of summative self-assessment, one might discuss with Ballard (1992) who used portfolios to show and assess highschool seniors’ writing. College students have been required to self-assess their very own writing and progress by way of an end-of-term written project which included the next steps:

STEP 1: The scholars rank their papers so as of most to least efficient with a quick rationale for what they assume are the great and unhealthy factors and what they’ve discovered via the project.

STEP 2: They talk about what they’ve discovered about writing because of this course and the best way they go about writing.

STEP 3: They describe how they really feel at this level about writing and the way they view writing now, versus earlier than taking the course (p. 46).

As Ballard asserts, the scholars had perception into their very own sturdy and weak factors and have been keen to be trustworthy about their efforts. They instructed what they discovered from explicit assignments, starting from technical issues akin to overcoming sentence construction errors to extra private insights like realization of the significance of “pondering” at each step of the writing course of. In addition they got here to understand that writing is a tough course of. Nevertheless, writing block turned much less and fewer of an issue all through the semester. Additionally, lots of the college students believed the significance of revision and peer evaluation within the writing program and that they have been assured sufficient to attempt any sort of writing.

As talked about earlier than, there’s scant empirical analysis associated to self-assessment of writing within the portfolio context. Subsequently, the current analysis aimed toward investigating the next analysis questions:

Analysis Query One: Is there a major distinction between the trainer’s evaluation and college students’ self-assessment of writing in the beginning of the portfolio program?

Analysis Query Two: Is there a major distinction between the trainer’s evaluation and college students’ self-assessment of writing on the finish of the portfolio program?

Analysis Query Three: What are college students’ perceptions about the usage of self-assessment within the portfolio program?

3. Methodology

The individuals of the research have been 30 undergraduate EFL college students on the College of Isfahan who have been majoring in English literature on the time of research. They have been juniors who had handed common programs like studying comprehension, dialog, and grammar. That they had additionally handed a course on paragraph writing. A bio-data questionnaire given in the beginning of the semester confirmed that the individuals within the portfolio program have been aged between 20 and 24 on the time of the research and none of them had skilled portfolio evaluation of their lessons i.e. they have been all assessed by conventional evaluation of their earlier lessons.

Each quantitative and qualitative strategies have been used to cope with analysis questions. The research used one- group pretest- posttest design to research the variations between the trainer’s evaluation and college students’ self-assessment of writing in the beginning and finish of the remedy i.e. the portfolio program. As for qualitative information, inductive thematic evaluation was utilized and the themes emerged from the info have been mentioned.

A number of information assortment strategies have been used to acquire complete and helpful information. The information have been collected from a bio-data questionnaire, writing duties, and oral interviews that are defined as follows: Bio-data questionnaire: The scholars got a easy researcher-made questionnaire in the beginning of the research to acquire details about their age, gender, and former expertise in studying English normally, and studying English writing specifically (see Appendix A). Writing duties: The individuals got 5 writing duties all through this system. The writing samples have been rated analytically utilizing the modified model of Wang and Liao’s (2008) writing scoring rubric (see Appendix B) and have been rated by the trainer twice with a view to guarantee intra-rater reliability of the rankings. They have been additionally assessed by college students as a part of the portfolio program to seek out out the character of self-assessment within the Iranian College EFL context. To analyze the hypotheses of the research, the primary and the final writing duties have been used as information.

A gaggle of thirty college students on the College of Isfahan took a course on essay writing. The category met as soon as per week for ninety minutes. The trainer explicitly taught them the construction of the essay, how you can develop the thesis assertion, physique paragraphs, and conclusion, outlining, coherence, unity, and many others. The scholars have been required to jot down 5 essays of various genres (i.e. instance, classification, cause-and-effect evaluation, comparability and distinction, and argumentative essays) throughout the time period on common matters which didn’t require professional data. The scholars have been requested to replicate on, redraft, and revise their essays. They have been additionally requested by the trainer to self-assess their writing based mostly on a writing scoring rubric by Wang and Liao (2008). The analysis of their writing means was based mostly on their portfolios.

The portfolio course of concerned all of the stakeholders i.e. the trainer, the scholars, and their friends. Originally of the course, the individuals have been supplied with the reason of the character, objective, and the design of portfolio evaluation. Having obtained the primary draft of scholars’ essays, the trainer learn them rigorously. Then, underneath every project, he wrote his feedback as to focus, elaboration, group, conventions, and vocabulary of scholars’ writings. Subsequently, the scholars gained details about their strengths and weaknesses in these facets of their essays. The scholars have been requested to make reflections on their writing within the classroom and consider their strengths and weaknesses. Then, they self-assessed the primary draft of each writing sort utilizing the modified model of Wang and Liao’s (2008) writing scoring rubric and receiving some steering and help from their trainer. The trainer didn’t grade the drafts in order that college students might develop their writing means in an anxiety-free surroundings. In brief, the portfolio mission required that college students write essays of various genres. They revisited, mirrored on, and revised the essays in response to the trainer – and peer suggestions throughout the time period. The end result was multi-drafted essays knowledgeable by trainer suggestions, peer suggestions, and pupil reflections.

As talked about earlier, the analytic score scale was based mostly on a modified model of Wang and Liao’s (2008) writing scoring rubric. A earlier model of the writing scoring rubric was despatched to quite a lot of students for professional scrutiny. By using the professional judgment, some amendments and revisions have been made to the earlier model. As proven in Appendix B, the writing scoring rubric has 5 subscales of focus, elaboration, group, conventions, and vocabulary, every with 5 ranges. The subscales obtain equal weight. The bottom and highest rating in every subscale is 1 and 5, respectively. The rankings have been made twice by the trainer to make sure intra-rater reliability. Consistent with Lam and Lee’s (2010) research, to foster an in depth connection between educating and evaluation, the evaluation standards specializing in 5 facets (i.e. focus, elaboration, group, conventions, and vocabulary) have been made express and clear to the individuals earlier than they compiled their portfolios.

4. Outcomes

The primary goal of the research was to research the usage of self-assessment in a portfolio program. For this goal, quite a lot of analysis questions have been posed to be examined in a classroom analysis. To be able to examine the primary two analysis questions, the next null hypotheses have been set forth to be research as follows:

Speculation One: There isn’t any vital distinction between the trainer’s evaluation and college students’ self-assessment of writing in the beginning of the portfolio program.

Speculation Two: There isn’t any vital distinction between the trainer’s evaluation and college students’ self-assessment of writing on the finish of the portfolio program.

To check the null hypotheses, the primary draft of scholars’ first and final writing duties have been assessed by each the scholars themselves and the trainer utilizing the modified model of Wang and Liao’s (2008) writing scoring rubric. To foster the reliability of self-assessment, all of the phrases throughout the writing scoring rubric have been defined to the scholars on the very starting of the semester. The trainer additionally rated the writing samples twice to make sure intra-rater reliability of rankings. The intra-rater reliability coefficients for the trainer’s rankings of the primary and the final essays have been .87and .84 respectively (as proven in appendices C and D). Unbiased samples t-test was used to research the distinction between academics’ evaluation and college students’ self-assessment of written duties in the beginning and finish of the portfolio program. To analyze the third analysis query, 8 college students have been interviewed with a view to elicit their perceptions about the usage of self-assessment within the portfolio program.

4.1. Outcomes Regarding the Analysis Hypotheses

As for testing the primary null speculation talked about above, an unbiased samples t-test was run to seek out out whether or not the distinction between the technique of trainer’s score and pupil self-assessment in the beginning of this system is statistically vital. Desk 1 beneath reveals that the technique of trainer’s score and college students’ self-assessment are 15.63 and 18.20, respectively. In actual fact, college students tended to fee their writing efficiency a lot increased than the trainer.

Table1: Unbiased Samples Statistics for Instructor’s score and Self-assessment

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