SELF-REGULATION

THROUGH PORTFOLIO
ASSESSMENT IN
WRITING CLASSROOM
Agathi Gavrielidou
ENG753: Language Testing and Assessment
Spring Semester 2022-2023
​
 AGENDA
Introduction​
Research Questions
Methodology: ~ Context and participants
~ Professional training and support
~ Data collection and analysis
Findings: ~ Fostering strategies
~​Effects amongst students
Implications
Conclusion
 3

INTRODUCTION
teacher workload &
Block the lack of autonomy to develop innovative forms of
promotion assessment &
of PA
prevalence of product-oriented writing pedagogy

PA  students actively construct knowledge and skill

assume greater learner agency
attain higher academic achievement
The study explores…
• Teachers helping students cultivate self-regulation
• The perspective of the students on their PA experience
 Proposed by
Pintrich (2000)

4 cyclical
THEORETICAL steps

FRAMEWORK
1 forethought, planning, activation

2 monitoring
3 control

4 reaction and reflection

Ideal for examining self-regulation

in educational contexts
 5

RESEARCH QUESTIONS

• RQ 1: How do the elementary teachers foster students’ self-regulation

through PA in their writing classrooms?

• RQ 2: What are the effects of using PA in self-regulation among

elementary students?
 CONTEXT OF THE HONG KONG
6

WRITING CLASSROOM
• Writing is conducted under timed conditions
• It is more tested than taught
• Students lack clarity about their learning goals
• Writing tasks are treated as final drafts
• Self- and peer-assessment are not commonly practiced
• Assessment  detached from learning  no opportunity to act on the
teacher’s feedback  passive role of students
 7

PARTICIPANTS
2 teachers new to the implementation of PA from two
primary schools

Kenneth: MA in ELT Hilary: BA in English

3 years of experience 8 years of experience

69 students, Cantonese-speaking, ages 11 and 12, 8-9 years of

English instruction
• 8 English language lessons per week, 2 devoted to English writing
• In class writing  45 minutes to complete one piece of writing
• English language proficiency  average
 8

Students lacked
Kenneth’s school: motivation & a Hilary’s school:
Process pedagogy purpose for Traditional product-oriented pedagogy
writing

1st draft: feedback on content Only direct comprehensive feedback

2nd draft: form-focused feedback
3rd draft: direct comprehensive
feedback

Belief that portfolios  footprints

that document student competencies
at a particular point in time

Professional training and support:

• Two day professional development workshop  teaching of each phase of PA
• Sensitive to their needs  provision of sample teaching materials modified to suit
the needs of their students
 9

DATA COLLECTION AND ANALYSIS

• Teacher and student interviews and classroom observations
• Documentary analysis of teaching material

• Semi-structured interviews with teachers and students  40-60 minutes

used as a pre-test and post-test instrument
• Individual interviews with the teachers in English
• Focus group interviews in Cantonese with six randomly selected students of high-,
mid- and low- English language proficiency
• 80 minutes observation each classroom x 3 times in a year
• Field notes were taken
• All interviews  audio recorded. All lesson observations  video recorded.
• Qualitative, inductive, iterative approach: rigorous and systematic reading and
coding to allow major themes to emerge, to identify themes related to the RQs
 10

RESEARCH FINDINGS – RQ NO.1

PHASE 1 PHASE 2 PHASE 3 PHASE 4

Ability to exercise meta- React to their They do not

Target goal-setting,
Monitoring processes cognitive control & performance against the necessarily follow a
activating prior
 illuminate the gap regulate their own task & reflect on their
knowledge, activating
between their progress thinking by revising and strengths, weaknesses linear process
meta-cognitive Phase 2, 3, 4 may
and desired goals modifying plans based and areas of
knowledge
on their progress improvement occur all together
 PHASE ONE
11

Hilary: “provide input, use the feedback form to

go over the assessment criteria related to the target
genre, go over the language features, show them a
model text”.

JOINT INDEPENDENT PROMOTION OF

MODELLING GOAL SETTING
CONSTRUCTION CONSTRUCTION SELF-REGULATION

Teachers activated Collaboration of Students set goals in Explicit instruction & Development of self-
students’ prior knowledge teachers and students relation to the text- modelling of the TT regulated processes
of the target genre Production of a part of specific features that Familiarization of Establishment of
Deconstructing a model the target text corresponded to the students with the criteria
text & examining the Generation of ideas on assessment criteria writing task Setting of realistic
assessment criteria in the a mind map introduced earlier expectations to
feedback form maximize success
 12

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Presentation title
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13
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Presentation title 14

SUMMARY
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THANK YOU
Mirjam Nilsson​
mirjam@contoso.com
www.contoso.com