E-portfolio: Attitudes of ESP

Students

Masoumeh Kafshgarsouteh1, Dara Tafazoli2,Azam Amininezhad3 & Noor Al-Sadat Hosseini4

1 Islamic Azad University –Science & Research Branch (IRAN) 2, 4University of Applied Science & Technology (IRAN)

3 University of Guilan, International Campus (IRAN)

kafshgarm@gmail.com, dara.tafazoli@yahoo.com

One indispensible part of language classes is assessment.

Hitherto, language teachers have applied a lot of methods to assess their learners. However, as a reaction to traditional assessments and tests, scholars started to introduce new approaches of assessment called " alternatives in assessment" (Brown 2004: 252). This movement was a response to standardized assessment or testing. It is claimed that alternatives in assessment have certain features over traditional standardized assessments, such as requiring learners to produce language in natural contexts; being culture-bound; being scored by human beings not computers; tapping higher level of thinking (Douglas 2010).

Introduction

Among the different types of alternatives in assessment,

portfolio assessment is a well-known approach that could attract a lot of proponents among educationists and language scholars. Weigle (2002) defines portfolio as a collection of learners' works such as compositions, diaries, audio/video files, self-assessment, and reports. Genesee and Upshur (1996) believe portfolios show learners' progress, attempts and achievements. However, the advent of computer and the Internet caused a great revolution in portfolio assessment and turned it into electronic portfolio (e-portfolio). This article aims to introduce e-portfolio, discuss its purposes, and elaborate on whether e-portfolio supports Assessment FOR Learning (AFL) or Assessment OF Learning (AOL).

An e-portfolio is a digital tool that can store different

types of contents, such as texts, audio/video files and images. E-portfolio is also a learning tool; it can support both learning and assessment processes (Barrett 2007). It is also used to plan, reflect, record and evaluate both learning process and product. E-portfolio could be considered as a learner-centered method that involves learners in all aspects of their learning. In this case, learners have their own instructional goals, gather evidence of their attainment, and assess their own performance.

What is e-portfolio?

It is believed that e-portfolio has some

advantages over traditional portfolio. Perhaps the main difference is the capability of using different technologies such as CDs, DVDs, and the Internet. This capability has turned e-portfolio to a multimedia tool. It means e-portfolio can take advantage of different mediums.

Many purposes have been mentioned for portfolio. Wolf (1999)

considers the main purposes of portfolio are learning, assessment and employment portfolios. Learning portfolio is called formative portfolio too. It is a tool of assessment for learning (AFL). The main purpose of this portfolio is development. However, assessment portfolio, also called summative portfolio, is used in the context of formal evaluation. It is used as a device to evaluate learner's achievement. It is considered as a tool for assessment of learning (AOL). Employment portfolio is called marketing portfolio too. This type of portfolio is used to search for employment (Hartnell-Young & Morriss, 1999).

Since the first two purposes are more useful in language classes, the two next parts will discuss these two purposes thoroughly.

Purposes of e-portfolio

To start this part, it seems necessary to make a distinction

between summative and formative assessment. Summative assessment is the assessment carried out at the end of a course of instruction. It aims to measure the amount of achievement (Douglas 2010). This type of assessment is referred as assessment OF learning (AOL). Many formal assessments such as diagnostic or achievement tests are under this category. AOL is used for different purposes such as setting goals and objectives, or measuring learners' achievement. Summative e-portfolio is developed at the end of a course of instruction. It is a collection of quantitative data. The development of summative e-portfolio is based on a set of goals, standards, and norms (Barrett 2006). This kind of e-portfolio is a support for AOL.

Summative e-portfolio (Assessment OF Learning)

In previous part a distinction was made between summative and

formative assessment and summative assessment was introduced. Now it is time to define formative assessment. Brown (2004: 6) defines formative assessment as "evaluating students in the process of forming their competencies and skills with the goal of helping them to continue that growth process". As a result, the purpose of formative assessment is to inform learners about their level of progress and to help them continue their learning. Brown (2004) believes that all forms of informal assessments are considered as formative assessment. Douglas (2010) also states that the results of formative assessment can take the "form of feedback on strengths or weaknesses in learning" (Douglas 2010: 72). The same as formative assessment, formative e-portfolio is also used as an evidence to make decision about where are the learners and where they are supposed to reach in their learning. All the elements and artifacts in the portfolio provide information about the learners' learning. In this case, the portfolio helps both learners and teachers to reflect on the learning processes and to provide feedback; all these factors cause an improvement in learning.

Formative e-portfolio (Assessment FOR

Learning)

Aim: To study the attitudes of English for

Specific Purposes (ESP) students towards using e-portfolio in their courses

Participants: 63 ESP students Major: Photography & Graphic Design University: University of Applied Science &

Technology, Mashhad, Iran

Methodology

Data analysis was conducted in accordance

with the research questions, all of which were concerned with the ESP students’ attitudes towards using e-portfolio in their courses. In this study, a survey questionnaire

was employed to collect data. The questionnaire that was used to collect data for this research study was developed by researchers.

Data Analysis

The first part of a questionnaire included 15 items

used to measure the present foreign language learning and teaching situation in the university.

The second part had 10 items, which questioned the expectations of e-portfolio use in ESP courses. Here the questionnaire was designed as a 5-point Likert scale, where 1=strongly disagree to the concept, 2=disagree to the concept, 3=undecided to the concept, 4=agree to the concept, and 5=strongly favourable to the concept.

Trying to assess the attitude of ESP students

towards using e-portfolio, we notice that 89,5% of the participants actually would agree to use e-portfolio. It is more interesting to mention that out of this percentage, the 81,4% (p<0.05) are currently not knowing anything about e-portfolio at all in their educational settings, emphasizing the willingness of students to integrate technology-based instructions/assessments in their classrooms.

Results

There are two main functions of assessment,

formative or assessment for learning (AFL) and summative assessment or assessment of learning (AOL). Although e-portfolio can support both functions, there is a common belief that e-portfolio functions mostly as an assessment for learning. In this way, learners are involved in their own learning, the classes become more learner-centered, metacognition is practiced and finally needs are satisfied.

Discussion & Conclusion

Any Comments or

Questions!- Masoumeh, Dara, Azam& Noorie