Review of Nancy Westrich Baker- "The Effect of Portfolio-Based Instruction on Composition Students' Final Examination Scores, Course Grades, and Attitudes Toward Writing"
Nancy Westrich Baker studied the effects of portfolio-based instruction in contrast to the standard process approach. Her study found "no significant relationship" between the two instructional types and the students' course grades / final exam scores. Further, there is no empirical evidence of any variation in student attitude towards writing as a result of the instructional strategies.
Baker quotes Elbow & Belanoff: "The ideal end of product is a population of students who have all finally passed because they have been given enough time and help to do what we ask of them" (qtd. 166). However, in Baker's study, 13 students failed the portfolio-based class; five of those students failed because they did not submit a final portfolio or make the suggested revisions. Only one student failed the standard process course.
Despite the lack of empirical data evincing attitude changes in the students (as measured by pre and post course surveys), Baker did find evidence of such a change in the students' comments and responses outside of the surveys. In regards to the portfolio-based classroom, they mentioned things such as a sense of accomplishment, increase in confidence, and a more relaxed classroom atmosphere. Further, they suggested that "portfolios may eliminate some of the negative feelings students have about grades" (167). Ultimately, 90% of the students agreed that the portfolio-based structure should be used in future composition courses.
Some drawbacks to portfolios that Baker identifies include an increased workload for teachers and a weak structure inherent to the task. However, the teachers who participated in the study did not experience these issues.
Baker's study has left me feeling a bit conflicted and in want of further research. I think, as Baker suggests, that supplemental research with instruments better suited to detecting changes may be in order. I am fairly surprised at the lack of change in performance, but this could be an issue in the system itself. "Obviously, when students have been taught to write using a method requiring multiple drafts completed over an extended period of time, the use of impromptu essays as an outcomes measure seems questionable at best. The tension between process-centered instruction and product-centered evaluation needs to be resolved through research" (170). Further, Baker is concerned- and I agree- that it is naive to assume one semester of a portfolio-based class is sufficient to change student attitudes about writing.
Even if there is a conflict between process-centered instruction and product-centered evaluation, surely there can be a balance between impromptu and planned writing assignments in a portfolio based class. AP tests, SAT writing and probably whatever the state throws at us this year for the AIR tests have writing components which are impromptu. Time is usually a factor with those tests.
ReplyDeleteThis article seemed a little different from the other articles we read. I like the critical look at the two methods and agree, it would take a little more time to change students' attitudes. However, any positive result would be worth it to me! It's so sad, frustrating, disheartening, etc. to see students hating reading and writing by the time they come to my class. Everything is so grade focused and as Carrie mentioned, standardized test focused, that I would love to try anything that would help reduce or eliminate negative feelings. Our department has also discussed this tension between the essay with the revision process and timed writing done for tests that doesn't allow revision. Our current "solution" has been to try to do two timed writings a nine weeks and still continue on with the revision process for major assignments. Generally and unsurprisingly, students despise the timed writing and feel so much pressure.
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