The effect of portfolio-based writing assessment on the development of writing skills of EFL students

This study evaluates the effectiveness of writing portfolio assessment in EFL learners' writing skills
and writing self-efficacy. The study follows a mixed-methods approach. For the implementation
process, all the students in the study group attended an Academic Writing class for two hours once a
week. A total of five writing portfolio tasks were assigned to the students. Students had the
opportunity to observe their areas of weakness based on the feedback given through some comments
on their paper. The data of the research was collected through scoring rubric, self-efficacy scale and
focus-group interviewing. Results indicate that the writing scores of students gradually increased
over time. There was no statistically significant difference in the levels of self-efficacy at the end of
the implementation. However, based on the data from the focus group, an increase on the students’
confidence with regard to writing skills was adhered by the interviewees’ remarks. To better portray
how errors are pointed out by a teacher, observation should be implemented within the classroom
practice.