Rahmi Safitri, 2014 Investigating The Use Of Portfolio Assessment In English Classrooms
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
3 Conclusion drawing or verifying The final step is answering and elaborating the research question through the
conclusion from the data display. All the explanation related with finding will be described and explained in the next chapter with appropriate literature as a reference.
3.5 Concluding Remark
This chapter has presented the research method of study which covers: research design, site and participants, data collection which was divided into
instrumentations and procedure, and data analysis. This study attempted to find out the process of implementation of portfolio in the classroom and to discover the
obstacles faced by students and teacher in completing and conducting portfolio.
Rahmi Safitri, 2014 Investigating The Use Of Portfolio Assessment In English Classrooms
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
CHAPTER V CONCLUSION AND SUGGESTIONS
This chapter consists of two major parts. The first discusses the conclusion of the findings. The second part is a suggestion for further researchers who are
interested in taking research in portfolio field.
5.1 Conclusion of the findings
The implementation of portfolio assessment in the classroom lied on the teacher’s understanding of the portfolio assessment which reflected the way they
implemented this assessment in the classroom. The findings from three times classroom observation found that were several
activities when portfolio assessment was implemented in the classroom. Meanwhile, due to lack of understanding on classroom based assessment particularly portfolio
assessment, teacher did not implement this assessment exactly like what have been proposed by Kemp and Toperrof 1998 and Pierce and O’Malley 1992.
They state some stages related with the good criteria of developing portfolio assessment. The criteria are: 1 Deciding a purpose or theme, 2 Introducing the idea
of port of the class, 3 Specifying portfolio content, 4 Giving clear and detailed guidelines for portfolio presentation, 5 Notifying other interested party, 6 Having
preparation period, 7 Developing an appropriate scoring system, 8 Sharing the scoring system with the students, 9 Assessing the portfolio and giving feedback, 10
Engaging the learner in discussion of product, 11 Having follow up. From all those eleven stages, teacher missed or skipped some stages. The
stages that were missed were notifying other interested party, and having follow up.
