A Washback Study on Portfolio Assessment

Hakim, Putri Kamalia; Srisudarso, Mansyur

doi:10.35706/eltinfc.v3i1.3693

Cited by 4 publications

(3 citation statements)

References 1 publication

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“…Likewise, e-portfolio assessment that was initiated as an elementary school program expanded to all levels of education. Hakim and Srisudarso (2020) redefined the portfolio preferences for college and university students. The core purpose of those e-portfolios was to evaluate, enhance, provide and document the student learning and participation.…”

Section: Literature Reviewmentioning

confidence: 99%

Scope of E-Portfolio Based Assessment Tool: Perceptions and Practices of ELT Practitioners in Pakistan

Sahar,

Shahbaz

2023

IJITL

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The goal of conducting this study waso acquire the perceptions and practices of ELT practitioners to finalize the scope of e-portfolio based assessment in the country. This study included a survey research of 54 participants (EL teachers K-6) that were chosen through simple random sampling technique. The theoretical framework of the study was Kirkpatrick’s assessment theory that has been used to achieve the objectives and analyze the results of the study. The data were collected by maintaining the research ethical decorum. The results claimed that the positive perceptions of e-portfolio had an average score of 3.07 while supportive practices and utility had an average rating of 2.95. The results provided that Pakistani English language teachers have positive perceptions regarding electronic portfolios. Thus, there is a high scope of implementing e-portfolios for the language assessment. It was recommended to obtain further clarification of ideas and promote training in the particular domain. Keywords: E-portfolios, EL Teachers, Assessment, ELT Practitioners

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Section: Literature Reviewmentioning

confidence: 99%

Scope of E-Portfolio Based Assessment Tool: Perceptions and Practices of ELT Practitioners in Pakistan

Sahar,

Shahbaz

2023

IJITL

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“…Haiyan 2006). Hakim and Srisudarso (2020) extend the scope of the portfolio in education to cover the evidence of students' work collected to demonstrate the effort, progress, and accomplishment (p. 10).…”

Section: B-evidence Of Growth and Achievementmentioning

confidence: 99%

Minimizing Students' Disengagement in Translation Classes through Utilizing Student Portfolio

Ahmed Abdulazeez,

Salih A. Sulaiman

2023

UOD

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In parallel with the other educational fields, translation teaching has taken new turns represented in adopting modern student-centered approaches in preference to traditional teacher-centered ones. The academic perspective necessitates that teachers adapt the approaches that reflect their academic contexts and best serve their objectives. Translation teaching in the Department of Translation/ College of Languages/ University of Duhok (referred to as _'the Department'_) mostly revolves around the ''read and translate'' method. Students direct their efforts toward pursuing high marks, though marks by themselves fail to provide a comprehensive assessment. The lack of material for practical subjects and the nature of teaching and testing block students' way toward an effective engagement and obligation to study. This paper investigates the use of portfolio as an alternative teaching tool that is intended inspire students to engage in teaching and learning by providing a framework in which they document their academic growth and achievement. The portfolio, by virtue of its role in engaging students, was utilized as an integral tool in the teaching process. Students' reflection on the portfolio was invested, using a validated questionnaire, to highlight its impact. The statistical analysis of the data illustrates tangible evidence of the success of the approach based on the means and the estimated t-values of the questionnaire items and categories.

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“…According to Doppelt (2005), project-based assessment aims to learn and provide materials to students. Besides, the assessment itself also has much influence on learning in the classroom, such as testing students' creative thinking skills (Doppelt, 2005); students' critical abilities (Hawe & Parr, 2014); measuring student competence (Kamalia and Srisudarso, 2020); the student's ability to assess the process, determine the purpose for himself or herself (Brown, 2004) and so on.…”

Section: Umam and Handinimentioning

confidence: 99%

Students’ Perspective on Project-Based Assessment in Writing Classroom

Umam

Handini

2021

JEET

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This study aimed to examine students' perspectives at the university level regarding project-based assessment in writing classes. This research is conduct at one of the universities in Bogor city. Participants in the study numbered eight female students, of whom they had written an academic article before. The method in this study uses qualitative, which uses interviews and documentation in its data collection. The final result obtained is that some students' opinions on project-based assessment include not easy to do, add experience in terms of writing, and take a long time. Benefits of project-based assessment include writing, honing writing skills, and being selective in choosing information—problems faced by students such as lack of time, looking for reference material, and lazy taste.

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A Washback Study on Portfolio Assessment

Cited by 4 publications

References 1 publication

Scope of E-Portfolio Based Assessment Tool: Perceptions and Practices of ELT Practitioners in Pakistan

Scope of E-Portfolio Based Assessment Tool: Perceptions and Practices of ELT Practitioners in Pakistan

Minimizing Students' Disengagement in Translation Classes through Utilizing Student Portfolio

Students’ Perspective on Project-Based Assessment in Writing Classroom

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