The Effect of Portfolio Assessment on General English Learners’ Locus of Control and Achievement

Abstract

An integral part of any teaching program is assessment. Assessment refers to gathering information and making judgments about a language learner’s knowledge of a language and the ability to use it (Chapelle and Brindley, 2002). Contemporarily, in line with a shift from traditional, teacher-centered instruction to more student-centered pedagogy, there is also an attempt to practics alternatives to traditional, standardized assessment. The goal is to tap into the process of learning as well as its product and integrate teaching and testing activities (Yurdabakan and Erdughan, 2009).