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 16 Condition (WM)

Dependent variable	Condition	WM	Mean	Std. error	95% Confidence interval
Dependent variable	Condition	WM	Mean	Std. error	Lower bound	Upper bound
Grammar pretest score	Portfolio assessment	High	3.688	.398	2.899	4.476
	Portfolio assessment	Low	4.286	.426	3.443	5.129
	Self-assessment	High	3.857	.426	3.014	4.700
	Self-assessment	Low	3.438	.398	2.649	4.226
	Peer assessment	High	3.500	.375	2.757	4.243
	Peer assessment	Low	3.706	.386	2.941	4.471
	Control	High	3.385	.442	2.510	4.259
	Control	Low	3.882	.386	3.117	4.647
Grammar post-test score	Portfolio assessment	High	11.562	.805	9.968	13.157
	Portfolio assessment	Low	9.357	.861	7.653	11.062
	Self-assessment	High	10.929	.861	9.224	12.633
	Self-assessment	Low	9.563	.805	7.968	11.157
	Peer assessment	High	15.667	.759	14.163	17.170
	Peer assessment	Low	8.588	.781	7.041	10.135
	Control	High	3.923	.893	2.154	5.692
	Control	Low	3.824	.781	2.277	5.370