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A Comparative Study of the Effectiveness of Writing Under Time Pressure and Portfolio Writing

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– A Comparative Study of the Effectiveness of Writing Under Time Pressure and Portfolio Writing –

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Abstract

This study compared the effectiveness of writing under time pressure and portfolio writing of SS II students of Government Day Secondary School, Malunfashi, Katsina State.

The study sample consisted of eighty-four SS  II students (all boys). A quasi-experimental study was designed in which the subjects were assigned to two treatment groups “time pressure” and “portfolio” groups after a pre-test was given to them.

The pressure group was exposed to time pressure writing procedure treatment three times a week for three months while the portfolio group was exposed to portfolio writing procedure treatment three times a week for three months.

Introduction

Two major instructional and assessment methods of writing are pressured and portfolio writing. Writing under time pressure is seen to be the employment of paper and pencil-standardized tests to assess students’ performance under concentrated writing time (Lau, 2001).

It is a traditional approach to teaching and assessing writing in which students are given a model and encouraged to mimic it in order to produce a similar copy under concentrated time pressure.

Portfolio writing, on the other hand, is seen as the systematic collection of students’ work measured against predetermined scoring criteria (O’malley & Valders, 1996). It is a purposeful collection of materials over a period of time that can communicate students’ interests, abilities, and achievements in a certain area.

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