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 6 Condition (WM)

Dependent variable	Condition	WM	Mean	Std. error	95% Confidence interval
Dependent variable	Condition	WM	Mean	Std. error	Lower bound	Upper bound
Reading pretest score	Portfolio assessment	High	2.938	.314	2.317	3.558
	Portfolio assessment	Low	3.500	.335	2.836	4.164
	Self-assessment	High	3.000	.335	2.336	3.664
	Self-assessment	Low	3.375	.314	2.754	3.996
	Peer assessment	High	3.056	.296	2.470	3.641
	Peer assessment	Low	2.765	.304	2.162	3.367
	Control	High	3.077	.348	2.388	3.766
	Control	Low	3.059	.304	2.456	3.661
Reading post-test score	Portfolio assessment	High	11.125	.966	9.213	13.037
	Portfolio assessment	Low	8.929	1.032	6.884	10.973
	Self-assessment	High	10.000	1.032	7.956	12.044
	Self-assessment	Low	8.688	.966	6.775	10.600
	Peer assessment	High	14.889	.910	13.086	16.692
	Peer assessment	Low	7.706	.937	5.851	9.561
	Control	High	3.692	1.071	1.571	5.814
	Control	Low	3.941	.937	2.086	5.796