The Application of Learning Portfolio Assessment for Students in the Technological and Vocational Education System

| June 26, 2008
Title
The Application of Learning Portfolio Assessment for Students in the Technological and Vocational Education System

Keywords: Portfolio Assessment, student satisfaction, scoring rubric, technological and vocational education

Authors
Ya-huei Wang
Chung-Shan Medical University, Taiwan

Hung-Chang Liao
Chung-Shan Medical University, Taiwan

Bio Data
Ya-huei Wang is an Assistant Professor at Chung-Shan Medical University. She obtained her Ph.D. in education from National Changhwa University of Education, Taiwan. Her current research interests include applying effective motivational strategies to English language instruction, language learning strategies, and gender education.

Hung-Chang Liao is an Associate Professor at Chung-Shan Medical University. He got his Ph.D. in National Chiao Tung University, Taiwan. His current research interests include social science education, research method for social science, experimental design, and statistic analysis.

Abstract
The study intends to offer an alternative assessment method—learning portfolio assessment—for writing classes to enable students in the technological and vocational education system to complete English writing courses with comfort, ease, and confidence. The purpose of this study is to investigate whether students under portfolio assessment experience greater satisfaction in writing class than those under traditional test assessment. After developing a writing portfolio assessment framework, an instructional procedure, and a writing scoring rubric for the writing class, the researchers used a student satisfaction questionnaire and interviews to elicit whether portfolio assessment offers an effective and continuous measure of students learning outcome and progress in the writing course. The results show that students under portfolio assessment experience greater satisfaction in writing class than those under traditional test assessment in terms of instructional objective, instructional material/method, teacher s qualities, class climate/environment, assessment, and overall satisfaction. In addition, being active participants in their learning process, students are offered a chance to reflect upon their development, growth, and progress over time.

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Category: Quarterly Journal, Volume 10 Issue 2