Promoting Students' Autonomous Learning Using Portfolio Assessment in EFL Writing Class

Tyas, Peptia Asrining

doi:10.21070/jees.v5i1.379

Cited by 14 publications

(13 citation statements)

References 14 publications

(18 reference statements)

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“…The findings are in line with some studies (Binh, 2021;Farid, 2018;Muin,Hafidah, & Daraini, 2021;Sokhanva, Salehi & Sokhanvar, 2021;Tyas, 2020;Waugh & Gronlund, 2013) which indicated the use of authentic assessment in general and portfolios as tools in particular to have positive influence in competences acquisition and demonstrations. Furthermore, scholars in the cited studies show that students perform better in portfolios than in traditional paper and pen tests.…”

Section: Resultssupporting

confidence: 90%

“…There has been a concern among scholars on the use of portfolios as authentic assessment tool in higher education (Binh, 2021;Birgin, 2011;Farid, 2018;Farrell, 2020;Martin, Arrambide & Holt, 2016;Mhlauli & Kgosidialwa, 2016;Montgomery, 2010;Muin, Hafidah, & Daraini, 2021;Tyas, 2020) in contrast to the dominant use of traditional test assessment. Portfolio is defined as purposeful collection of a learner's works that can be considered as evidence of a learner's efforts, accomplishments and advancement (Caner, 2010;Farid, 2018;Mhlauli & Kgosidialwa, 2016).…”

Section: Introductionmentioning

confidence: 99%

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March to April 2022

2022

EAJESS

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The use of portfolios towards prospective teachers' competence acquisition as compared to tests has been of concern to most scholars worldwide. This study therefore sought to determine differences between test and portfolios in academic achievement among Ruaha Catholic University prospective teachers. It involved the use of descriptive survey research design and was guided by one null hypothesis and one alternative hypothesis. The population of the study was four 450 Ruaha Catholic University second year prospective teachers who were studying research methods in education course for the academic year 2020/2021. The sample of the study was 50 participants who were selected by using simple random sampling. Data was collected by using two instruments namely test and portfolio which were administered and then later scores were used for comparison. Findings indicated that there is a statistically significant difference between test and portfolio in academic achievement among the prospective teachers. The study recommends that higher education institutions should put effort on the use of portfolios as one of authentic assessment tools rather that dominantly using traditional paper and pen tests.

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Section: Resultssupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

March to April 2022

2022

EAJESS

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“…The findings are in line with some scholars (Caner, 2010;Sulaiman, Kotamjani & Rahim, 2020) who found portfolios to be underutilized especially in assessing learners in almost all fields of study. In contrast to the findings of this study, some studies indicated portfolios to be used for formative role (Händel,Wimmer & Ziegler, 2020;Muin,Hafidah & Daraini, 2021;Syamsul Ma'arif, Abdullah, Siti Fatimah & Nurul Hidayati, 2021;Tyas, 2020). They comment on the use of portfolios in improvement of teaching and learning processes among students.…”

Section: Formative Use Of Portfoliocontrasting

confidence: 93%

Uses of Authentic Assessment Tools: Implications towards Competence Acquisition among Undergraduate Prospective Science Teachers in Tanzania

Nyinge¹

2022

EAJESS

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The study was concerned with the uses of authentic assessment tools in higher education institutions, particularly portfolios and practical work. The study employed the mixed method research approach with the explanatory sequential research design. The sample for the study involved 231 third year undergraduate prospective science teachers who were selected randomly and 6 instructors who were purposively selected from two higher learning institutions. Data was collected by using a questionnaire and a semi-structured interview. The findings indicated that authentic assessment tools namely portfolios and practical works were used both formatively and summatively though summative use was dominant. Portfolios were found to be minimally used both for formative and summative purpose. Findings from interview indicated that awareness on the formative uses of authentic assessment tools among instructors was minimal since summative use of such tools was observed to be dominant. It is concluded that the use of authentic assessment tools ranged from formative to summative, though summative was more dominant. Therefore it is recommended that there should be policy on the authentic assessment in higher education institutions to guide the effective use in both summative and summative aspects.

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“…Based on the teacher's admission, they gain knowledge about portfolios during their formal education as well as in teacher professional education. It also shows that stakeholders and agencies need attention to provide facilities that support the development of portfolio assessment as one of the authentic assessment methods in primary schools [30].…”

Section: Discussionmentioning

confidence: 99%

How Is the Perception of Teachers in Indonesia about Portfolio Assessment for Elementary School?

Prihandoko¹,

Wahab²,

Wilujeng³

et al. 2020

ujer

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This research is a case study that seeks to reveal teachers' perceptions of portfolio assessment in primary schools in Indonesia. The research sample was 20 elementary school teachers in Central Java Province, Indonesia, representing senior teachers, master teachers, young teachers, and junior teachers. Data collection used depth interviews which were designed based on 10 powerful portfolio assessment principles. Qualitative data analysis was performed using interactive data analysis which included condensation data, display data, and conclusion. The results were showed that 6 of 10 principles of portfolio assessment were approved by the majority of teachers, while others were not. Two principles, namely the effectiveness of time and energy (principle 2) and portfolios as a new learning perspective (principle 8) are rejected by most teachers in Indonesia. The two other principles, namely the importance of teacher cooperation in portfolio assessment (principle 3) and the role of portfolio assessment as self-evaluation (principle 9) received low approval scores. The obstacles for the teacher to carry out the portfolio assessment are the problem of the length of time it takes, the large number of elementary school students in a class, and the teacher's low insight into portfolio assessment. Research recommendations are that the success of portfolio assessment will be achieved if it is carried out in a structured and sustainable manner; it is necessary to carry out training and monitoring of teacher performance to maximize assessment, learning and evaluation of learning; and the need to adapt the e-portfolio assessment for primary schools.

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Promoting Students' Autonomous Learning Using Portfolio Assessment in EFL Writing Class

Cited by 14 publications

References 14 publications

March to April 2022

March to April 2022

Uses of Authentic Assessment Tools: Implications towards Competence Acquisition among Undergraduate Prospective Science Teachers in Tanzania

How Is the Perception of Teachers in Indonesia about Portfolio Assessment for Elementary School?

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