PORTFOLIO-BASED ASSESSMENT AS A STRATEGY FOR VOCABULARY DEVELOPMENT IN MIDDLE SCHOOL EFL LEARNERS
https://doi.org/10.5281/zenodo.19649139
Kalit so‘zlar
portfolio-based assessment, vocabulary development, middle school learners, EFL, formative assessment, learner autonomy, feedback literacyAnnotasiya
This study explores portfolio-based assessment as an effective strategy for enhancing vocabulary development among middle school EFL learners. It examines how systematically collected evidence of learning, ongoing reflection, and iterative feedback cycles contribute to the retention and productive use of lexical items. Drawing on both assessment theory and classroom practice, the study proposes a practical portfolio model along with clear evaluation criteria. The findings suggest that portfolio-based assessment not only improves vocabulary acquisition but also fosters learner autonomy and feedback literacy.
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