teacher?s error correction. As a result, they gained less control of their learning and expected the more organized instructions given by the teacher. Each group?s perceptions of the effectiveness of assessment tool are displayed in Figure 5.
Figure 5: A comparative study of student’s perception of assessment effectiveness
Student's perceptions of the effectiveness of portfolio assessment403020100123456789101112strongly disagreedisagreeagreestrongly agree
Table (a): experimented group
Student's perceptions of the effectiveness of traditional assessment40Number of partisipants3020100strongly disagreedisagreeagreestrongly agree1113579
Table (b): controlled group
5. Discussions and Recommendation
The results showed that the portfolio assessment appeared more
effectively than traditional assessment. The portfolio group demonstrated the potentials in developing metalinguistic awareness, learning attitude, and authenticity. In this study, EFL college learners
21
were positive toward self-discovery because they were able to connect to real-life context. The metalinguistic development tied to the portfolio process confirmed that the concern of assessment was no longer “the final product” but shifted to “the process”. As a result of this research, I propose the possible suggestions for theory and practice.
5.1. Sharing their stories
The results of the present study were compatible with the
concept of Paulson, Paulson (1991, p.1): “Portfolios tell a story…put in anything that helps tell the story.” EFL learners? participation and reflection played essential roles in the process of metalinguistic awareness. They might go through the stage of struggles, but teachers had to be patient and supportive to provide assistances until they could be independent in evaluating. Finally, they were guided to reach different stages of understanding. That proved the ideas, the “assessment process more meaningful” and “a powerful learning experience”(Hebert, 1992). 5.2 Inner and outer connection
Portfolios are a connection between “inner life” and “outer life”.
22
Reciting Valencia?s summary: “The real value of a portfolio does not lie in its physical appearances, location, or organization; rather it is in the mindset that it instills in students and teachers (Valencia, 1990: 340). The interplay of cognition and language for EFL has been explored in the inner refection about the portfolio process. It also developed great thinking because students were more concern with self-control and independent learning. This study revealed that students? attitude toward genuine communication outside the classroom; therefore, the portfolio process is more “dynamic” due to student-teacher interaction and learner collaboration. 5.3 Involving students in evaluation
Valencia (1990) stated assessment must provide for active, collaborative reflection by both teacher and students. In this empirical study, portfolios invited students to view their performance as a part of ?developmental process?, instead of ?an end point?. Within the sense of ownership for language, portfolios helped “evaluate how well we have learned and what we need to learn next” (Valencia, 1990: 338). Collaborative assessment ties students and teacher as partners. In light of this, students ensure about criteria,
23
goals, and process, which reflect on their needs and strengths. 5.4 Limitations
There were still some practical problems in this portfolio study: Linguistics factors
The main problems of the portfolio derived from that student comments required a great deal of target language knowledge, but student?s language ability varies in conversation course. The lower level learners showed reluctance in interaction at the beginning of the portfolio production and self-evaluation process. However, they became more responsible for expressing English language with lower anxiety after interacting with capable peers. Affective factors
The implementation of portfolio must pay attention to EFL
students? affective factor. The findings indicated although the portfolio assessment brought lower pressure to learning and an increased motivation in speaking practice, the anxiety of limited language learners went up during the same process. Teacher must provide immediate support for that. Time constraints
24
For a teacher, comment criteria and portfolio classroom management were very time-consuming. For students, it took time and effort to compile, self-assess, and prepare portfolios for teacher-student conferences. Besides, it was fairly hard to allocate proper time for student-teacher portfolio conferences and interviews. Teacher’ role
In this study, the teacher had to be an instructor and a researcher
at the same time, in order to observe classroom instruction, support encouragement, guide student reflection, and analyze student portfolio works. The two-hour instruction per week was not sufficient for intensive teacher-student interaction. Regarding the role of a teacher, portfolio assessment is suggested to base on three conditions: First, teacher must receive good training in rating student oral performance. Criteria are set up for guiding learning rather than grading the final performance. Second, teacher has to ensure scaffolding and feedback because strengthening student?s positive attitude can develop language abilities. Third, teacher is expected to connect learning, instruction, and assessment in a more meaningful way.
25