Portfolios assessment in the reading writing classroom of

THE MINISTRY OF HIGHER AND SECONDARY SPECIALIZED EDUCATION OF THE REPUBLIC OF UZBEKISTAN
KARSHI STATE UNIVERSITY
FOREIGN LANGUAGES FACULTY
019-143- group 3-course
Sadullayev Shoxruz.
Methods of teaching English and educational technologies subject
COURSE WORK
THEME: Portfolios assessment in the reading writing classroom of
B2 level students.
Checked by: Negmatova Mo’tabar
Student: Sadullayev Shoxruz

CONTENTS
INTRODUCTION...............................................................................4
CHAPTER 1. THE EFFECTS OF PORTFOLIO ASSESSMENT ON READING AND WRITING SKILLS……………………………………….5

1.1 Using electronic portfolios for B2 level students……...................6

1.2. Portfolio Assessment………………………………………........7

CHAPTER 2. PORTFOLIOS AND SELF ASSESSMENT BY B2 LEVEL STUDENTS …………………………………………………………………14
2.1 Analysis of student self-assessment………………………………………15
2.2 Students are not engaged in self-assessment……………………………..24
2.3 How Portfolios Support Student Self-assessment………………………..25
CONCLUSION……………………………………………………..27
USED LITERATURE ………………………………………………………34


INTRODUCTION
This study investigated the benefits of keeping portfolios on improving English writing skills among English major students in Hebron University.
The aim of the theme.It also examined if there are differences in students' attitudes towards keeping portfolios due to gender. The sample of the study consisted of 55 male and female students of two sections The first section is selected as a control group and the second is an experimental group of an undergraduate Writing II course offered by the English Department in the second semester of the academic year 2014 2015. A pre-questionnaire and a post-questionnaire consisting of twenty statements following a five-point Likert scale were used. The findings revealed that there are statistically significant differences in students' attitudes between the control group and the experimental group favoring the experimental group. However, there is no statistically significant difference in students' attitudes in the post-questionnaire within the experimental group due to gender. Moreover, the results of the study lentsupport to the findings of the previous studies where the students found the portfolio-keeping process as motivating and a worthwhile experience.
In the 1980s, a number of innovations have shaped our English language learning programs. Recent teaching methods emphasized the importance of more authentic and meaningful communication in language learning. Moreover, they emphasized learner centered approaches over teacher centered ones.