Portfolio assessment: A qualitative investigation of portfolio self-assessment practices in an intermediate EFL classroom, Saudi Arabia.

摘要

This exploratory qualitative case study examines the introduction of the self-assessment portfolio as a method of assessment in English as a Foreign Language (EFL) classes at Manarat Al-Sharqiah Intermediate School in the Eastern Province of Saudi Arabia. The purpose of the study was to examine EFL students', EFL teachers', and school administrators' reactions to the use of a non-indigenous (Westernized) assessment methodology (i.e., the self-assessment portfolio).;The investigation employed qualitative research techniques. Data included the following: (1) EFL students' self-assessment portfolios; (2) interviews with EFL students; (3) interviews with EFL teachers; (4) interviews with Saudi school administrators; and (5) the researcher's observations and field notes. Eighty-one students were involved in the study. Forty-three students submitted self-assessment portfolios.;Data analysis revealed that most students enjoyed using the self-assessment portfolio. Most students found the process of reflecting on one's own learning to be helpful. Moreover, a number of students who did not submit portfolios indicated in interviews that they thought this self-assessment approach would be helpful in identifying strengths and weakness in their learning. Interviews of two EFL teachers and three school administrators revealed that these individuals endorse the self-assessment portfolio as a type of assessment worthy of future consideration. Both portfolio and interview data suggested that the self-assessment method encourages students to adopt patterns of critical thinking and motivates students to learn.;The study includes a brief analysis of Manarat Al-Sharqiah Intermediate School's existing EFL curriculum and offers a framework for future implementation of the self-assessment portfolio within Saudi Arabia's Eastern Province. Chapter 5 includes a discussion of the introduction of Westernized educational approaches from the perspective of the researcher, who is a Saudi native. It is suggested that any introduction of non-indigenous educational methods would first require that such methods be modified and adapted to conform to the values of Islam.