15 instead of applying the traditional one. The following Table 2.1 shows the features
of traditional concept and new concept of assessment stated by Fan Lianghuo from The National Institute of Education as cited in Lee, P. Y. 2006: 344 that
teachers have to consider in choosing the appropriate alternative assessment.
Table 2.1 The Difference between Traditional Concept and New Concept of Assessment
Student assessment
Traditional concept New concept
What to be assessed
Cognitive domain mainly knowledge and skill and
the result of learning Both cognitive and affective
domains knowledge, skill, ability and disposition and
both the result and process of learning
Where it is conducted
Within classroom Within andor outside
classroom When students
work on the tasks During in-class time
During andor after class time
How it is conducted
Conventional way paper- and pencil or written test
Both conventional and alternative ways
How long the process takes
A block of time e.g., one or two class periods
It depends on the tasks. It could be days, weeks,
months, or even years What purposes it
usually serves Single most important:
grading and reporting students’ learning results
Multiple most important: improving teaching and
learning
The alternative assessment that we choose should be able to measure both cognitive and affective domain, measure both the result and the process of
learning, be conducted whithin andor outside classroom, be conducted both conventional and alternative ways, have multiple purposes, take some times to
finish, and be done by the students during andor after class time.
2.1.4 Portfolios
In this part, the researcher explains about portfolio assessment itself and the implementation of portfolio assessment in writing class.
16 2.1.4.1 Definition
There are numerous definitions of portfolio. From the definition of terms in chapter I, the researcher concluded that portfolio is the collection of students’
written work from the beginning of the lesson until the end of the lesson including all the drafts and the revisions. For example, every week students are ask to write
a composition on certain topic, and then they have to check each others’ composition and give feedback to their friends’ composition. After that, they
submit their composition to their teacher in order to receive a feedback from the teacher. Receiving feedback from both their friend and teacher, students are then
required to revise their assignment. After all, at the end of the semester, students have to submit all of their assignments that they have made during the semester.
Finally, portfolio is the collection of all students’ assignments that they have made during the semester – the compositions and the revisions.
OMalley and Pierce 1996 as cited in Apple and Shimo 2004: 54 differentiate portfolio in three separate categories namely showcase portfolio
students-selected pieces which they believe represent their best work, collection portfolios contain all the drafts and the final product of all student works and
assessment portfolios require students to select works for assessment according to certain criteria given by the instructor.
Cited in Barton and Collins 1996: 4-5, there are four types of portfolio which are artifacts, reproductions, attestations, and productions Collins, 1991.
“Artifacts are students’ document e.g. homework, students’ paper, etc that are produced during normal academic work in our
classroom. Reproductions are documentation of students work outside the classroom such as special project or interview.
17 Attestations are the documentation that teachers generate about the
students’ academic progress e.g. teacher written feedback of students’ presentation. The last, productions, are the documentation
of students’ preparation for the portfolio. This includes goal statements, reflections, and captions.” Barton and Collins, 4-5
Hamp-Lyons and Condon 2002 as cited in Weigle 2002: 199 mention nine characteristics of portfolio: 1 portfolio is a collection of written works,
rather than a single writing sample; 2 portfolio enables the writer to display hisher writing performance; 3 portfolio shows students the learning situation and
what students have accomplished within their learning; 4 portfolio is delayed assessment, it gives students opportunity and motivation to revise their work; 5
portfolio lets students to select the pieces to be included in portfolio; 6 portfolio offers opportunities for student-centered control; 7 portfolio involves reflection
and self assessment; 8 portfolio measures students’ growth along specific parameters; and 9 portfolio provides a means for measuring development over
time. In this study, the writer will only focus on the second category of portfolio
which is collection portfolios. Also, the writer only focus on the first type of portfolio which is artifacts.
2.1.4.2 The advantages of implementing portfolio assessment in assessing writing McNamara and Deane 1995: 21 as cited in Chen n.d, explain that
portfolio shows students’ ability, effort, and progress during the learning process which allows students to have influence in their language learning process and
involve in the assessment process. Cited in Niami 2008, Brown, 1998; Paulson, Paulson, and Meyer, 1991; and Yue, 1999 mention some advantages of using
