Challenges of Using Portfolio Assessment as an Alternative Assessment Method for Teaching English in Indonesian Schools

Afrianto, Afrianto

doi:10.31258/ijebp.v1n2.p106-114

Cited by 25 publications

(27 citation statements)

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“…It "causes one to look at blank areas and reflect on missed teaching opportunities" (Krathwohl, 2002, p.217). It Data analysis met the following four criteria for trustworthiness (Lincoln & Guba, 1985), to varying degrees: credibility: students supported their claims by referring to specific examples in the portfolio; possible transferability: the findings could probably be transferred elsewhere; dependability: similar results could probably be found with similar students in a similar situation elsewhere, and confirmability: researcher bias was minimized by using a rubric consistently, while yet acknowledging that all grading of writing is subjective (Afrianto, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Teachers' own metacognition can also benefit from implementing PA (Hebert, 2001). Students' self-reflections can inform teachers' own reflections about the effectiveness of their teaching methods (Afrianto, 2017) and how they might do some things differently in future to achieve better results. Through the use of PA, teachers are presented with an opportunity to better understand how and what students have learned and how their teaching may have contributed to their success, from the students' perspective.…”

Section: Some Of the Benefits Of Writing Portfolio Assessmentmentioning

confidence: 99%

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Using Writing Portfolios to Assess Course Learning Outcomes in a Jordanian University

Kamhieh

2020

IJE

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Portfolios were used to assess cognitive and affective course learning outcomes in an undergraduate writing program at a private university in Jordan. A convenience sample of twenty-one male and female Arab EFL/ESL freshmen, wrote short weekly assignments over a fifteen-week semester, made regular diary entries about their writing and leisure reading, and wrote a short children's story. These were not graded but students received prompt feedback. At semester’s end, they collected their work in a portfolio and wrote a final evidence-based reflection, in which they analysed their strengths and weaknesses in writing. These portfolios were graded based on their inclusion of regularly submitted written work, evidence of their response to given feedback and their analysis of their progress in writing. Using qualitative data analysis based on the grounded theory method, students’ reflections were mined for rich data, concepts were labelled and emerging categories were identified. These codes were further analysed in more depth, using cognitive and affective taxonomies, which showed that the course outcomes had been met. Recommendations are made for greater use of portfolio assessment at tertiary level in Jordan.

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Section: Discussionmentioning

confidence: 99%

Section: Some Of the Benefits Of Writing Portfolio Assessmentmentioning

confidence: 99%

Using Writing Portfolios to Assess Course Learning Outcomes in a Jordanian University

Kamhieh

2020

IJE

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“…Assessment serves to measure the level of students' achievement in subjects learned, including mapping the learning problems they experience. In addition, assessment can serve as a tool through which teachers receive feedback on the quality of their own teaching [2]. The assessment has indeed played a crucial role for students' learning as research shows that it has influenced the quality of student learning and enhanced deeper learning [3].…”

Section: Introductionmentioning

confidence: 99%

Mini-seminar project: An authentic assessment practice in speaking class for advanced students

2020

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This paper reports one best-practice in assessing the public speaking performance of advanced students at an Indonesian public university. The study involves an English course for an advanced class which was primarily related to public speaking skills. Considering that speaking is a productive skill that should be assessed through authentic assessment principles, the lecturers decided to assign the students with a mini-seminar project as part of their final examination. This project required the students to conduct a reallife contextualised seminar in which the organisers, speakers, and audience are composed of the students themselves. This paper discusses the rationale behind the planning and implementation of this successful project which involved a synthesis of assessment of, for, and as learning and critically evaluates the procedures of the assessment, the rubric developed therein, and the challenges experienced by the lecturers within the classroom. After the implementation, it can be concluded that this mini-seminar project as a doable alternative authentic assessment model that is applcable in a speaking class which focuses on the development of students' public speaking skills. This mini-seminar project is recommended not only because it can be used as an alternative assessment model, but also it encourages students to work together in teams, and encourage them to work creatively, create something new in order to perform better.

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“…In essence, authentic assessment is a comprehensive assessment that illustrates students' abilities, achievements, motivations, and attitudes to relevant learning. This assessment requires teachers to be creative and innovative so that they can develop instruments to measure students' abilities in a better way (Afrianto, 2017;Fitriani, 2017;Rukmini & Saputri, 2017). For this reason, a HOTS-authentic assessment model is needed, in this case, tissue structure materials in the high school of Malang.…”

Section: Introductionmentioning

confidence: 99%

HOTS-authentic Assessment Model Implementation of Tissue Structure Materials in High School of Malang: A pre-validation Final Draft

Husamah¹,

Hudha

Putri

2019

J. Prisma. Sains

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HOTS must be owned by students, and need to be assessed authentically. This study aims to 1) analyze the efforts of high school teachers in Malang in developing a HOTS-authentic assessment in tissue structure materials; and 2) Analyzing the pre-validation final draft of the HOTS-authentic assessment model on tissue structure materials. The research method used is R&D. However, in line with the objectives, this publication only focuses on define, design, and develop. The develop part is only on the product (a pre-validation final draft). The research was carried out in state high schools in Malang (SSHS 1, 3, 4, 7, and 8). The study was conducted in April-November 2018. The subjects were 2 teachers from each school (there was 10 teachers). Research data and findings were analyzed by descriptive analytic qualitative. The results show that teachers have included or considered HOTS aspects in lesson plans. However, the development of HOTS aspects and their assessment were not able to be carried out maximally. In practice, in a greater percentage, teachers use lesson plans without modification or making adjustments to student conditions. They modify and incorporate the HOTS aspect if there is an opportunity to discuss with other parties who guide them. Therefore, the existence of this model is very needed. The pre-validation final draft is essentially in the form of concepts that can be linked to the MGMP activities, and various related parties, in an interactive and cyclical relationship so as to form a model of professional development of biology teachers.

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Challenges of Using Portfolio Assessment as an Alternative Assessment Method for Teaching English in Indonesian Schools

Cited by 25 publications

References 0 publications

Using Writing Portfolios to Assess Course Learning Outcomes in a Jordanian University

Using Writing Portfolios to Assess Course Learning Outcomes in a Jordanian University

Mini-seminar project: An authentic assessment practice in speaking class for advanced students

HOTS-authentic Assessment Model Implementation of Tissue Structure Materials in High School of Malang: A pre-validation Final Draft

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