The Moroccan EFL Students’ Attitudes toward Portfolio as an Alternative Mode of Assessment in Writing Classes
Journal Title: International Journal of Social Science And Human Research - Year 2022, Vol 5, Issue 08
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.
Authors and Affiliations
Elmostafa Omarakly, Youssef Tamer
Keywords
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- EP ID EP708756
- DOI 10.47191/ijsshr/v5-i8-31
- Views 127
- Downloads 0
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