Research Article
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The Role of Portfolio Assessment and Quizzes on Class Attendance and Language Achievement

Year 2022, Volume: 6 Issue: 11, 1 - 10, 21.04.2022

Semahat Aysu

https://doi.org/10.31458/iejes.955176

Abstract

The aim of the study is to investigate the impact of placement test, pop-quizzes and portfolio assessment on class attendance and language achievement. The study also encompasses gender and faculty as other independent variables that affect the students’ class attendance and language achievement. The data gathered from a total of 307 students studying English in the elective preparatory class of a state university in Turkey are analysed through SPSS 25. In the study, descriptive and inferential statistics are implemented. Descriptive analyses such as frequency and percentage are applied in order to reveal information about participants. Independent Sample t-tests, one-way ANOVA, post hoc tests and regression analyses are also performed to determine the relationship between dependent and independent variables. The findings in the study show that portfolio tasks are the most important factors for students’ class attendance and language achievement, which demonstrates that authentic assessment is an important factor. It is found that males do not attend the classes more than females but females are more successful than males. In addition, the faculty as another independent variable does not have a significant effect on class attendance but engineering faculty has a significant impact on language achievement rather than economics faculty.

Keywords

Placement test pop-quizzes portfolio assessment class attendance language achievement

References

  • Aksu-Ataç, B. (2012). Foreign language teachers’ attitude toward authentic assessment in language teaching. The Journal of Language and Linguistics Studies, 8(2), 7-19.
  • Atadil-Kuzucu, E. & Kartal, G. (2020). Technology and content integration for english language learners in a vocational high school. Journal of Computer and Education Research, 8 (15), 114-135. DOI: 10.18009/jcer.656133
  • Aysu, S. (2018, November). Identifying motivation and attitudes of prep class students towards learning English (Paper presentation). RESSCONGRESS, Çanakkale, Turkey. Retrieved from http://resscongress.com/ RESSCONGRESS_ TAM_ MET%C4%B0N_K%C4%B0TABI_2018.pdf
  • Azim, A., & Khan, M. (2012). Authentic assessment: An instructional tool to enhance students learning. Academic Research International, 2(3), 314-320.
  • Barootchi, N., & Keshavarz, M.H. (2002). Assessment of achievement through portfolios and teacher-made tests. Educational Research, 44(3), 279-288.
  • Brown, J. D. (1989). Language program evaluation: A synthesis of existing possibilities. In R. K. Johnson (Ed.), The second language curriculum (pp. 222-241). Cambridge University Press.
  • Council of Europe / Language Policy Unit (Strasbourg) - Project LIAM: www.coe.int/lang-migrants
  • Doğan, Y., & Tuncer, M. (2016). Examining of foreign language classroom anxiety and achievement in foreign language in Turkish university students in terms of various variables. Journal of Education and Training Studies, 4(5), 18-29.
  • Ennis, M. J. (2018). The potential of “extra credit pop quizzes” in university English language instruction in Italy. The Electric Journal for English as a Second Language (TESL-EJ), 22(3).
  • Evans, M., & Tragant, E. (2020). Demotivation and dropout in adult ELF learners. The Electronic Journal for English as a Second Language (TESL-EJ), 23(4).
  • Farahian, M., Avarzamani, F., & Rajabi, Y. (2021). Reflective thinking in an EFL writing course: To what level do portfolios improve reflection in writing? System, 39(100759). https://doi.org/10.1016/j.tsc.2020.100759
  • Fox, J., Freeman, S., Hughes, N., & Murphy, V. (2017). Keeping it real: A review of the benefits, challenges and steps towards implementing authentic assessment. AISHE-J, 9(3). Retrieved from https://ojs.aishe.org/index.php/aishe-j/article/view/280/548
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Newbury House Publishers.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
  • Gultom, E. (2016). Assessment and evaluation in EFL teaching and learning. Proceedings of ISELT FBS Universitas Negeri Padang, 4(1), 190-198.
  • Herrington, J., & Herrington, A. (1998). Authentic assessment and multimedia: How university students respond to a model of authentic assessment. Higher Education Research & Development, 17(3), 305-322. https://doi.org/10.1080/0729436980170304
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70 (2), 125-132.
  • Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
  • Koh, K. H. (2017). Authentic assessment. In Oxford research encyclopedia of education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.22
  • Li, M., & Zhang, L. (2021). Tibetan CSL learners’ L2 motivational self-system and L2 achievement. System, 97(102436). https://doi.org/10.1016/j.system.2020.102436
  • Litchfield, B. C., & Dempsey, J.V. (2015). Authentic assessment of knowledge, skills, and attitudes. In G. J. Schalkwyk, & R. C. D’Amato (Eds.), From the confucian way to collaborative knowledge (pp.65-80). Josseybass.
  • Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53(1), 123-163.
  • Melouah, A. (2013). Foreign language anxiety in EFL speaking classrooms: A case study of first year LMD students of English at Saad Dahlab University of Blida, Algeria. AWEJ, 4(1), 64-76.
  • Nja, C., Cornelius-Ukpepi, B., & Ihejiamaizu, C.C. (2019). The influence of age and gender on class attendance plus the academic achievement of undergraduate chemistry education students at university of Calabar. Educational Research and Reviews, 14(18), 661-67. https://doi.org/10.5897/ERR2019.3805
  • Oruç, E., & Demirci, C. (2020). Foreign language anxiety and English language achievement in higher education: The mediating role of student engagement. European Journal of Education Studies, 7(3), 199-212. https://doi.org/10.5281/zenodo.3756910
  • Polat, M. & Köse, Y. (2013). Perceptions of primary education teachers towards the use of e-portfolio as a tool of performance evaluation in schools. Journal of Computer and Education Research, 1 (1), 59-82.
  • Rahman, S., Mazlan, M., Kummin, S., Yasin, R. M., & Meerah, T. S. M. (2010). Examining the role of language on students achievement: a study on the use of second language as a medium of instruction in teaching science subject in Malesia. Procedia Social and Behavioral Science, 9, 1261-1265.
  • Schneider, P. H. (2001). Pair taping: Increasing motivation and achievement with a fluency practice. The Electric Journal for English as a Second Language (TESL-EJ), 5(2). Retrieved from http://www.tesl-ej.org/ej18/a2abs.html
  • Sokhanvar, Z., Salehi, K., & Sokhanvar, F. (2021). Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review. Studies in Educational Evaluation, 70 (101030). https://doi.org/10.1016/j.stueduc.2021.101030
  • Svalberg, A. M.-L. (2009). Engagement with language: interrogating a construct. Language Awareness, 18 (3-4), 242-258. https://doi.org/10.1080/09658410903197264
  • Williams, M., & Burden, R. L. (2000). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
  • Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research, and Evaluation, 2. https://doi.org/10.7275/ffb1-mm19

The Role of Portfolio Assessment and Quizzes on Class Attendance and Language Achievement

Year 2022, Volume: 6 Issue: 11, 1 - 10, 21.04.2022

Semahat Aysu

https://doi.org/10.31458/iejes.955176

Abstract

The aim of the study is to investigate the impact of placement test, pop-quizzes and portfolio assessment on class attendance and language achievement. The study also encompasses gender and faculty as other independent variables that affect the students’ class attendance and language achievement. The data gathered from a total of 307 students studying English in the elective preparatory class of a state university in Turkey are analysed through SPSS 25. In the study, descriptive and inferential statistics are implemented. Descriptive analyses such as frequency and percentage are applied in order to reveal information about participants. Independent Sample t-tests, one-way ANOVA, post hoc tests and regression analyses are also performed to determine the relationship between dependent and independent variables. The findings in the study show that portfolio tasks are the most important factors for students’ class attendance and language achievement, which demonstrates that authentic assessment is an important factor. It is found that males do not attend the classes more than females but females are more successful than males. In addition, the faculty as another independent variable does not have a significant effect on class attendance but engineering faculty has a significant impact on language achievement rather than economics faculty.

Keywords

Placement test pop-quizzes portfolio assessment class attendance language achievement

References

  • Aksu-Ataç, B. (2012). Foreign language teachers’ attitude toward authentic assessment in language teaching. The Journal of Language and Linguistics Studies, 8(2), 7-19.
  • Atadil-Kuzucu, E. & Kartal, G. (2020). Technology and content integration for english language learners in a vocational high school. Journal of Computer and Education Research, 8 (15), 114-135. DOI: 10.18009/jcer.656133
  • Aysu, S. (2018, November). Identifying motivation and attitudes of prep class students towards learning English (Paper presentation). RESSCONGRESS, Çanakkale, Turkey. Retrieved from http://resscongress.com/ RESSCONGRESS_ TAM_ MET%C4%B0N_K%C4%B0TABI_2018.pdf
  • Azim, A., & Khan, M. (2012). Authentic assessment: An instructional tool to enhance students learning. Academic Research International, 2(3), 314-320.
  • Barootchi, N., & Keshavarz, M.H. (2002). Assessment of achievement through portfolios and teacher-made tests. Educational Research, 44(3), 279-288.
  • Brown, J. D. (1989). Language program evaluation: A synthesis of existing possibilities. In R. K. Johnson (Ed.), The second language curriculum (pp. 222-241). Cambridge University Press.
  • Council of Europe / Language Policy Unit (Strasbourg) - Project LIAM: www.coe.int/lang-migrants
  • Doğan, Y., & Tuncer, M. (2016). Examining of foreign language classroom anxiety and achievement in foreign language in Turkish university students in terms of various variables. Journal of Education and Training Studies, 4(5), 18-29.
  • Ennis, M. J. (2018). The potential of “extra credit pop quizzes” in university English language instruction in Italy. The Electric Journal for English as a Second Language (TESL-EJ), 22(3).
  • Evans, M., & Tragant, E. (2020). Demotivation and dropout in adult ELF learners. The Electronic Journal for English as a Second Language (TESL-EJ), 23(4).
  • Farahian, M., Avarzamani, F., & Rajabi, Y. (2021). Reflective thinking in an EFL writing course: To what level do portfolios improve reflection in writing? System, 39(100759). https://doi.org/10.1016/j.tsc.2020.100759
  • Fox, J., Freeman, S., Hughes, N., & Murphy, V. (2017). Keeping it real: A review of the benefits, challenges and steps towards implementing authentic assessment. AISHE-J, 9(3). Retrieved from https://ojs.aishe.org/index.php/aishe-j/article/view/280/548
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Newbury House Publishers.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
  • Gultom, E. (2016). Assessment and evaluation in EFL teaching and learning. Proceedings of ISELT FBS Universitas Negeri Padang, 4(1), 190-198.
  • Herrington, J., & Herrington, A. (1998). Authentic assessment and multimedia: How university students respond to a model of authentic assessment. Higher Education Research & Development, 17(3), 305-322. https://doi.org/10.1080/0729436980170304
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70 (2), 125-132.
  • Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
  • Koh, K. H. (2017). Authentic assessment. In Oxford research encyclopedia of education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.22
  • Li, M., & Zhang, L. (2021). Tibetan CSL learners’ L2 motivational self-system and L2 achievement. System, 97(102436). https://doi.org/10.1016/j.system.2020.102436
  • Litchfield, B. C., & Dempsey, J.V. (2015). Authentic assessment of knowledge, skills, and attitudes. In G. J. Schalkwyk, & R. C. D’Amato (Eds.), From the confucian way to collaborative knowledge (pp.65-80). Josseybass.
  • Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53(1), 123-163.
  • Melouah, A. (2013). Foreign language anxiety in EFL speaking classrooms: A case study of first year LMD students of English at Saad Dahlab University of Blida, Algeria. AWEJ, 4(1), 64-76.
  • Nja, C., Cornelius-Ukpepi, B., & Ihejiamaizu, C.C. (2019). The influence of age and gender on class attendance plus the academic achievement of undergraduate chemistry education students at university of Calabar. Educational Research and Reviews, 14(18), 661-67. https://doi.org/10.5897/ERR2019.3805
  • Oruç, E., & Demirci, C. (2020). Foreign language anxiety and English language achievement in higher education: The mediating role of student engagement. European Journal of Education Studies, 7(3), 199-212. https://doi.org/10.5281/zenodo.3756910
  • Polat, M. & Köse, Y. (2013). Perceptions of primary education teachers towards the use of e-portfolio as a tool of performance evaluation in schools. Journal of Computer and Education Research, 1 (1), 59-82.
  • Rahman, S., Mazlan, M., Kummin, S., Yasin, R. M., & Meerah, T. S. M. (2010). Examining the role of language on students achievement: a study on the use of second language as a medium of instruction in teaching science subject in Malesia. Procedia Social and Behavioral Science, 9, 1261-1265.
  • Schneider, P. H. (2001). Pair taping: Increasing motivation and achievement with a fluency practice. The Electric Journal for English as a Second Language (TESL-EJ), 5(2). Retrieved from http://www.tesl-ej.org/ej18/a2abs.html
  • Sokhanvar, Z., Salehi, K., & Sokhanvar, F. (2021). Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review. Studies in Educational Evaluation, 70 (101030). https://doi.org/10.1016/j.stueduc.2021.101030
  • Svalberg, A. M.-L. (2009). Engagement with language: interrogating a construct. Language Awareness, 18 (3-4), 242-258. https://doi.org/10.1080/09658410903197264
  • Williams, M., & Burden, R. L. (2000). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
  • Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research, and Evaluation, 2. https://doi.org/10.7275/ffb1-mm19
There are 32 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Semahat Aysu 0000-0001-6431-9983

Early Pub Date April 3, 2022
Publication Date April 21, 2022
Submission Date June 21, 2021
Published in Issue Year 2022 Volume: 6 Issue: 11

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APA Aysu, S. (2022). The Role of Portfolio Assessment and Quizzes on Class Attendance and Language Achievement. International E-Journal of Educational Studies, 6(11), 1-10. https://doi.org/10.31458/iejes.955176
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