Peer-reviewed article
DYNAMICS OF PORTFOLIO ASSESSMENT STRATEGY IN EVALUATING THE ENGLISH LANGUAGE SKILLS FOR PUPILS WITH HEARING IMPAIRMENTS IN FAKO DIVISION, SOUTH WEST REGION OF CAMEROON
Ngenwie Emilia Tanyie, Therese Mungah Shalo Tchombe ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This study looked at whether portfolio assessment, a learner-centred way of tracking pupils' work over time, helps evaluate English language skills of pupils with hearing impairment in inclusive primary schools in Fako Division, Cameroon. It compared a group assessed with portfolios to a control group assessed with conventional methods. Pupils in the portfolio group scored higher on post-tests. Observations and interviews with parents, teachers, head teachers and a divisional delegate suggested portfolios encouraged ongoing learning, engagement and self-reflection. The authors recommend adopting portfolio assessment systematically in inclusive classrooms.
Key points
- Portfolio group scored higher on the post-test than the control group (mean 12.78 versus 11.14; t(38)=2.919, p<.05).
- Regression showed portfolio use predicted language improvement (β=0.336, p<.001).
- Observations and interviews found portfolios encouraged ongoing learning, learner engagement and self-reflection.
- Portfolio use raised teacher awareness of individual pupils' progress.
- The study recommends systematic adoption of portfolio assessment in inclusive classrooms.
Limitations
The abstract does not say how pupils were assigned to groups, how large the sample was beyond the t-test degrees of freedom (about 40 pupils), or whether effects last over time. Results come from selected schools in one division, so may not apply elsewhere.
Abstract
This study examined the impact of portfolio assessment on evaluating the English language skills of pupils with hearing impairment in Fako Division, Cameroon. Portfolio assessment, as an informal and learner-centred approach, was explored within the framework of inclusive education, where traditional assessment methods often fail to adequately reflect the abilities of learners with hearing loss. The research utilised a quasi-experimental design involving pupils with hearing impairment in selected inclusive primary schools. Data were gathered through English language tests, classroom observations, and interviews with parents, teachers, head teachers, and the divisional delegate. Quantitative data were analysed using descriptive statistics, t-tests, and regression analysis, while qualitative data underwent thematic analysis. The results indicated that pupils subjected to portfolio assessment performed significantly better in English language skills than those assessed through conventional methods. Statistical analysis (SPSS t-tests and regression) showed that pupils assessed via portfolios scored notably higher on post-tests (portfolio group mean=12.78 versus control=11.14; t(38)=2.919, p<.05). Regression analysis demonstrated that portfolio use was a strong predictor of language improvement (β=0.336, p<.001). Classroom observations and interview findings further revealed that portfolio assessment encouraged ongoing learning, increased learner engagement, self-reflection, and heightened teacher awareness of individual progress. The study concludes that portfolio assessment is an effective method for evaluating the English language skills of pupils with hearing impairment and recommends its systematic adoption within inclusive classroom practice.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Portfolio assessment, an informal learner-centred approach, used to evaluate English language skills.
- Population
- Pupils with hearing impairment in selected inclusive primary schools in Fako Division, South West Region, Cameroon.
Key finding
Post-test mean of 12.78 for the portfolio group versus 11.14 for the control group (t(38)=2.919, p<.05).
Tanyie et al. · OpenAlex · 8 Oct 2026