Aizonia

Curr Res Educ (2019) 5(2), 55-69

As an alternative method of assessment, portfolios have been implemented commonly in most instructional settings. However, there is a lack of research which demonstrate the views of students regarding portfolio based speaking assessment. Hence, this paper aims at measuring students’ views on the use of speaking portfolio assessment in a preparatory English department at a state university. A questionnaire adapted from the questionnaires of Pintrich and De Groot (1990), Egel (2003) Özdemir Çağatay (2012) was administered to 289 students at the end of the module. The Likert type questionnaire includes the following subheadings: learner autonomy, skill development, selfconfidence, challenges and self-efficacy. Data were analysed with SPSS 23 program. The results indicate the positive effects of portfolio based speaking assessment on different dimensions and present the variables which correlate with each other.

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