The comparative impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy: insights from working memory capacity

Language Testing in Asia

Table 11 Condition (WM)

Dependent variable	Condition	WM	Mean	Std. error	95% Confidence interval
Dependent variable	Condition	WM	Mean	Std. error	Lower bound	Upper bound
Vocabulary pretest score	Portfolio assessment	High	3.188	.378	2.439	3.936
	Portfolio assessment	Low	3.786	.404	2.985	4.586
	Self-assessment	High	3.214	.404	2.414	4.015
	Self-assessment	Low	3.813	.378	3.064	4.561
	Peer assessment	High	3.278	.356	2.572	3.984
	Peer assessment	Low	3.235	.367	2.509	3.962
	Control	High	3.538	.419	2.708	4.369
	Control	Low	3.588	.367	2.862	4.315
Vocabulary post-test score	Portfolio assessment	High	11.375	.865	9.662	13.088
	Portfolio assessment	Low	9.214	.925	7.383	11.046
	Self-assessment	High	10.571	.925	8.740	12.403
	Self-assessment	Low	9.313	.865	7.599	11.026
	Peer assessment	High	15.333	.816	13.718	16.948
	Peer assessment	Low	8.353	.839	6.691	10.015
	Control	High	3.769	.960	1.869	5.670
	Control	Low	3.706	.839	2.044	5.368