چكيده
The present study is an attempt to investigate the comparison between effect of applying different kinds of alternative assessments namely (portfolio, peer assessment) and conventional assessment on the improvement of Iranian female EFL learners‟ writing proficiency with regard to the correct use of six grammatical forms (simple present, present continuous, present perfect, simple past, comparative adjective, be going to) in their writing tasks. The subjects were 72 Iranian female EFL intermediate learners in Armin and Payam Language institutes in Shirvan. All of the learners were studying Interchange, Book 1, Second part. The instruments used were two compositions of the same topic as pretest and posttest and six compositions as experimental tasks. The design was quasi experimental design. The subjects were divided into three groups:
One control group received conventional assessment by the teacher and two experimental groups received portfolio assessment and peer assessment respectively. Teachers in all groups were the researcher. The results showed that the alternative ways of assessment have more positive effect on the improvement of Iranian EFL learners‟ writing proficiency than the conventional way of assessment. The present study also indicated that portfolio assessment has more positive effect than peer assessment on the improvement of Iranian EFL learners‟ writing proficiency considering the correct use of six grammatical forms in their writing tasks.
