Investigation of the Effects of Using Portfolio as an Alternative Assessment and Evaluation Approach on Students' Academic Achievement and Permanence of Learning in Science Course

The study aimed to investigate the effects of portfolio teaching method in science on 6th grade students' achievement and permanence of learning. Pre-test and post-test control group experimental design was used. While experimental group was taught through portfolio teaching; control group was taught through discussion, question-and-answer, and expository teaching. The study group consisted of 60 students attending a middle school in Kayseri during 2016-2017 academic year. In the study that Light and Sound Academic Achievement Test (LSAAT) prepared by researchers was used, both post-test and retention test scores was found significantly higher than pre-test scores whereas no significant difference was found between post-test and retention test scores. Additionally, experimental group’s post-test and retention test scores were significantly higher than control group. Accordingly, portfolio method had a large effect on post-test scores, and a moderate effect on retention test scores