A COMPARATIVE STUDY OF PORTFOLIO AND ACHIEVEMENT TEST RESULTS IN B1 WRITING
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EFL writing, B1 level, portfolio assessment, achievement tests, comparative study, formative assessment, summative assessment, writing skills evaluation, learner development, assessment validity, educational measurement, classroom assessment.Abstrak
This study investigates the comparative effectiveness of portfolio assessment and achievement tests in evaluating B1-level English as a Foreign Language (EFL) writing skills. The research is grounded in contemporary assessment theory, which emphasizes the need to combine formative and summative approaches to achieve valid, reliable, and pedagogically meaningful evaluation outcomes. Portfolio assessment is examined as a process-oriented tool that captures learners’ writing development over time, including drafting, revision, reflection, and improvement. In contrast, achievement tests are analyzed as product-oriented instruments designed to measure learners’ final performance under standardized conditions. The study was conducted with B1-level EFL learners in an academic setting, where both assessment methods were applied to the same group of students. Quantitative data from test scores and qualitative data from portfolio analysis were used to compare performance outcomes.
Iqtiboslar
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