Development of Electronic Portfolio for Assessing English Communicative Competences of Upper Secondary Students
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Abstract
The objectives of this research were: 1) To develop and examine the quality of the tasks and criteria for assessing the English communicative competences, and 2) To develop and examine the quality of electronic portfolio for assessing the English communicative competences. The participants were 30 eleventh-grade students from Wangthong phitthayakhom school in Phitsanulok province, selected through simple random sampling. The instruments included 1) English communicative competences assessment tasks in reading skill, listening skill, writing skill, and speaking skill, 2) criteria for the reading skill, listening skill, writing skill, and speaking skill tasks; 3) an electronic portfolio assessment form; and 4) a satisfaction questionnaire regarding the assessment of English communicative competences using the electronic portfolio. The data were analyzed using mean, standard deviation, the CVI index, and the ICC index. This research found that 1) the tasks had high content validity (CVI = 0.80–1.00), 2) the assessment rubrics had the qualities of content validity (CVI = 0.60–1.00) and inter-rater reliability (ICC = 0.810–0.961), and 3) The electronic portfolio developed for the assessment of English communicative competences was of good quality, with a high level of upper secondary students’ satisfaction.
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