Suggestions for Teachers Suggestions
66 students’ assignments objectively. The following table 5.1 is the example of
portfolio scoring rubric adapted from Levi 2000.
Table 5.1 The Example of Portfolio Assessment Scoring Rubric
Criteria Quality
20-25 15-19
10-14 Development
and Process The portfolio indicates
progress or effort over time. The portfolio reflects a high
level of awareness of the process involved in writing:
planning notes, proper outline, implementation of
plan, relation to peer feedback, relation to
teacher’s comments, and improvement after revision.
The portfolio shows some development over time.
The portfolio reflects some understanding of the
process involved in writing only some of the following
are included: planning notes, proper outline,
implementation of plan, relation to peer feedback,
relation to teacher’s comments, and
improvement after revision. The portfolio
indicates no effort to develop writing
skills.
Entries are incomplete, lacking
many of the requested features.
The process is hardly reflected.
Many of the components are
missing.
Reflection and Growth
30-35 20-29
10-19
The compositions demonstrate how aware the
student has become of herhis writing, what has
improved and what still requires work by comparing
the first and best essays.
The compositions show how much the student has
developed as a writer and how aware she is of herhis
strengths and weaknesses. Portfolio presents an effort to
improve writing by relating to self, peer and teacher
evaluations and reflecting on the differences between the
drafts. The compositions partially
demonstrate student’s awareness of herhis
writing improvements; what still needs work and
comparison between first and best essay.
The compositions show partially that the student
has developed as a writer, and herhis awareness of
herhis strengths and weaknesses.
Portfolio presents a limited effort to improve writing by
relating to self, peer and teacher evaluations and
reflecting on the differences between the
drafts. The compositions
fail tominimally demonstrates how
much the student has become aware
of herhis writing, what has been
improved and what still requires
improvement. The student did not
compare between essays.
Student neither compared drafts nor
related to self and peer evaluations.
Final product 20-25
15-19 10-14
The portfolio is well- organized, aesthetic and
contains: cover, table of contents, drafts,
compositions, self and peer evaluations, revisions, and
reflections. The portfolio is quite well-
organized, coherent, contains most of the
required items. The portfolio lacks
clear organization and aesthetics;
does not contain all the required items.
Complete- ness
8-10 5-7
2-4
Student submitted compositions on all topics
none of their work is missing in their portfolio.
Student submitted compositions on some
topics few of their works are missing in their
portfolio. Student submitted
compositions on few topics many of their
work are missing in their portfolio.
Submission 4-5
2-3 1
All the compositions always submitted on time during the
semester. The final product is also
submitted on time. During the semester,
student submitted some compositions on time.
The final product is submitted on time.
Student rarely submitted the
compositions on time.
The final product is submitted late.
67 5.2.1.6 Combining portfolio assessment with traditional assessment
Based on the result of the questionnaire and the explanation in Chapter II, although portfolio is good and all the respondents welcome the portfolio well, it
still has some weaknesses. Using portfolio, students often done their composition outside the class and this makes students to study less. Besides, a lot of students
state that by using portfolio sometimes their composition are missing. If students’ portfolio is not complete, of course it will make the teacher difficult to assess the
portfolio and students cannot learn well. Some of these weaknesses of portfolio can be covered with test. However, writing test is still “important as a part of
assessment tool in class” Hung, 2004. Therefore, teachers need to combine portfolio assessment with traditional
paper-and-pencil test. By combining these two kinds of assessment, teacher will be able to evaluate both the process and the product of writing. Moreover, using
these two assessments, teacher can make students more autonomous, critical, diligent and well-prepare for the test.