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This study examines the effect of portfolio assessment on Jordanian EFL tenth grade learners’ overall writing performance and their performance on the sub-skills of focus, development, organization, conventions and word choice. The study is quasi-experimental in which an experimental group and a control group of 20 students each were purposefully drawn from tenth grade classes at the public schools for girls in the North-Eastern Badia Directorate of Education. The experimental group was instructed on how to generate ideas, structure, draft, and edit their written pieces following Hamp-Lyons and Condon’s (2000) while the control group was instructed conventionally as prescribed in the Teacher’s Book. The findings revealed that the portfolio group outperformed the conventionally instructed group (at a≤ 0.05) in their overall writing performance and in their performance on the writing sub-skills of focus, development, organization, conventions and word choice.
Obeiah et al. (Thu,) studied this question.