Effects of Scaffolded Peer Assessment and E-Portfolio Assessment on Writing Skills of ESL Undergraduate University Students in Karachi, Pakistan

Abstract

This study investigates how summative assessment, scaffolded peer assessment, and e-Portfolio assessment affect ESL university students' writing abilities. A quasi-experimental design was used to investigate the impact. In this study, three intact classes were taken for this study. Each class had 25 students. An ANOVA analysis showed a clear difference in post-test scores among the groups (p < .001). The findings revealed that scaffolded Peer Assessment group performed better than e-portfolio group and summative assessment group. The e-Portfolio assessment group also made significant progress over the summative assessment group. These outcomes suggest that scaffolded peer assessment and e-Portfolio assessment work better than traditional summative assessment for improving writing skills among ESL university students.