THE EFFECT OF PORTFOLIO-BASED INSTRUCTION ON COMPOSITION STUDENTS FINAL EXAMINATION SCORES, COURSE-GRADES, AND ATTITUDES TOWARD WRITING

This study investigated the effect of two types of instruction (portfo lio-based and the standard process approach) on college freshmen compo sition students' course grades, final examination scores, and attitude s towards writing. The two instructional groups each consisted of 5 fr eshman composition classes on the campus of Southeast Missouri State U niversity during the Spring, 1991 semester. Pre- and post-measures of students' attitudes toward writing were obtained. Students in both ins tructional groups sat for a common final examination consisting of two impromptu essays. No significant relationship was found between the t ype of instruction students received and course grades and final exami nation scores. In addition, students' course grades and final examinat ion scores were not found to vary depending upon their post-attitudes toward writing. Nor was there an interaction between the type of instr uction the students received and their post-attitudes toward writing. However, there was a significant relationship between a final independ ent evaluation of students' portfolios and their course grades and fin al examination scores. Based upon the study's results, some common bel iefs about portfolio-based instruction are challenged; for example, th e idea that if all students are given enough time to revise, they will be able to pass a portfolio-based course. However, students did respo nd positively to the portfolio experience. Directions for future resea rch on portfolios as teaching and assessment tools are suggested.