Opinions of ELT Students in Freshman Class on Using Portfolio as an Assessment Tool

Abstract

The purpose of this study is to identify the opinions of freshmen at an ELT department on using the portfolio process as an assessment tool in an advanced reading-writing course. The data were collected through the reflective essays reflecting students' opinions on the portfolio-keeping process, their progress and feedback. The data analysis was done through content analysis by coding the students' opinions under specific themes. Unstructured interviewing technique was also used in the study. The findings indicate that the students had positive thoughts about the assessment of their assignments over their portfolio despite the workload in the integrated reading and writing course. The students believe that the portfolio process eliminates the negative influence resulting from exam anxiety, and considering their effort and the time spent, they find it fair to be assessed over their portfolio. The students' opinions also indicate that the portfolio process leads to a positive change in students' attitude towards the writing skill with respect to the motivation it brings about, and that student's portfolio can be used as an effective assessment tool in a reading-writing course.