ABSTRACT

In this paper, it was investigated the effect of digital portfolio assessment process on the drawing and story writing performances of the 14-15 ages students. For this reason, a digital portfolio assessment rubric was prepared in order to evaluate students’ drawing and story writing works. For the validity and reliability analyze was applied to 52 high school students. According to analyzes, the digital portfolio assessment rubric, which is valid and reliable, can be used in order to evaluate students’ drawing and writing performance. For the application of program, an experimental and a control group were used in the study. The study was conducted during 4 months. The data was gathered 52 students, 17 in the experimental groups and 35 in the control groups. Digital portfolio assessment process was used in the experimental group and traditional assessment plan was used in the control group. In both groups students were wanted to engage drawing and writing. Results indicate that no significant differences (p>.05) were found on drawing and writing performances pre-test scores of the groups but a significant difference (p<.05) were found in favour of experimental group in post-test scores of both groups.

CLOSE