THE EFFECT OF PORTFOLIO ASSESSMENT VERSUS PEER-ASSESSMENT ON WRITING ABILITY OF IRANIAN INTERMEDIATE EFL LEARNERS

This study investigated the effect of portfolio assessment versus peer-assessment on writing ability of Iranian Intermediate English as Foreign Language (EFL) learners. This study aimed to determine any possible differences in the effects of peer-assessment versus portfolio assessment on the writing ability of Iranian Intermediate EFL learners. The target population consisted of 50 female students at Intermediate level in a high school in Tehran, Iran (Aboo Ali Sina). The sample was equally divided into two experimental groups. Each of the groups consisted of 25 participants. Portfolio assessment was carried out in one group, and peer-assessment was performed in the other. Each group was given pre-test and post-test writing and pre- and post-questionnaires. Data were collected through the students’ English essay writings based on a scoring rubric. The Findings indicated that the portfolio assessment group significantly outperformed the peer-assessment group on posttest of writing. Findings of the study might encourage authorities to think of incorporating portfolio assessment or peer-assessment procedures in assessing students’ writings. Moreover, this study could be beneficial to the teachers who seek to get useful information to improve their instructional plans and it will help students to identify their own strengths and weaknesses.