The Impact of the Student Portfolio on Learning Outcomes in Moroccan Middle Schools

Abstract

In recent years, there has been a growing focus on implementing portfolios as an alternative assessment instrument that accurately reflects classroom performance. Portfolios are believed to enhance learning and to measure students’ academic ability.  The primary aim of this study is to thoroughly examine the significance of the student portfolio as a portfolio-based learning method within the context of teaching English as a foreign language in Moroccan middle schools. Through an in-depth analysis, the study aims to investigate the impact of student portfolios on student learning and to elucidate the factors that influence their use in the Moroccan context. This research offers valuable insights into the potential effects and challenges of integrating the student portfolio into the instruction of English as a foreign language in Moroccan middle schools. The study employed the questionnaire as a research instrument to collect data, which was analysed using the SPSS method. The study findings indicated that portfolios are essential in EFL instruction, significantly enhancing student learning and providing considerable educational advantages. Nonetheless, various elements influence the execution of the student portfolio within the Moroccan context.