VOlUME 05 ISSUE 08 AUGUST 2022
Elmostafa Omarakly,
2Youssef Tamer
1,2Ibn Zohr University, Morocco
DOI : https://doi.org/10.47191/ijsshr/v5-i8-31Google Scholar Download Pdf
ABSTRACT
This study is a part of a more extensive quasi-experimental study on the pedagogical value of portfolio as an alternative mode of assessment in the Moroccan EFL writing classes. It reports on the experimental group students’ experiences with and attitudes toward portfolio assessment (PA). The participants in this group were 24 high school students, including both male and female students. After benefiting from portfolio-based writing assessment activities for two subsequent semesters, they were invited to voice their attitudes toward the experience using questionnaires and written reflections. The results of the study indicate that most students were highly positive about the pedagogical value of PA and highly recommend it as a viable instructional and assessment alternative.
KEYWORDS:Alternative assessment, Portfolio Assessment, Students’ Perceptions & Attitudes, Writing Skill.
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