INTEGRATING PORTFOLIO AND ACHIEVEMENT TESTS IN ASSESSING B1 EFL WRITING SKILLS

Abstract

This article explores the integration of portfolio assessment and achievement tests in evaluating B1-level English as a Foreign Language (EFL) writing skills. The study emphasizes the importance of combining formative and summative assessment approaches to obtain a more comprehensive and accurate picture of learners’ writing competence. Portfolio assessment is analyzed as a continuous and reflective method that allows students to demonstrate progress over time, self-correction, and the development of writing strategies. In contrast, achievement tests are considered a standardized tool for measuring learners’ final performance and comparing results across groups. The research highlights that relying on a single assessment method may not fully capture students’ writing abilities, especially in terms of coherence, lexical range, grammatical accuracy, and task achievement. By integrating both methods, educators can balance process-oriented and product-oriented evaluation, ensuring more valid and reliable outcomes. The study also discusses practical challenges such as time consumption, teacher workload, and subjectivity in portfolio evaluation. Overall, the findings suggest that a blended assessment approach enhances learner motivation, promotes reflective learning, and supports more effective instructional decision-making in B1 EFL writing contexts.