The Definition of Portfolio Assessment

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B. Portfolio Assessment Technique

1. The Definition of Portfolio Assessment

Many approaches are found in teaching technique in order to improve the educational quality. As mentioned in the previous title, assessment is an important component in learning process. Good learning quality can be seen from the result of students’ achievement. In competence based curriculum KBK is introduced a new assessment which based on classroom assessment. Thus, good assessment technique will motivate teachers to consider the suitable strategies for their students and to motivate the students learning in a better way. According to Harun Rasyid and Mansyur, in order to improve student s’ achievement, it is needed a good assessment technique. 20 An important addition to the growing use of authentic assessment is portfolio. In education, portfolio can be used by teacher to know the development of students in a particular time and based on evidence. There are some definitions about portfolio assessment as follows:  Wolf 1991: portfolios are essentially different from other forms of assessment in that they make it possible to document the unfolding process of teaching and learning over time.  Mitchell 1992: portfolios are the most well known form of performance assessment being used from kindergarten through graduate school.  Marx 2001: portfolio-based assessment as a viable means of individualized, student-centered evaluation. Portfolio assessment has the potential to improve the complex task of student assessment, as well as to contribute to a more positive attitude toward the educational process. 21 From the statement above, the writer concludes that portfolio is performance assessment based on evidences with student as a center of learning in order to improve students’ achievement in a particular time. In line with that, Peter W. Airasian defined that portfolio is an extended 20 Harun Rasyid dan Mansur, Penilaian Hasil Belajar, Bandung: CV.Wacana Prima. 2008, cet. ke-2, p. 6-7. 21 National Forum of Educational Administration and Supervision Journal Electronic, Portfolio Assessment: A Guide For Teachers And Administrators, Vol. 23, Number 4E 2004-2005, 2005, http:iteslj.orgTechniquesCampbell-LiveJournal , p. 2. 12 performance assessment that includes multiple samples of students’ products or performances. 22 It is one of assessment technique that systematic, longitudinal collection of student work created in response to specific, as a student-centered evaluation, known instructional objectives and evaluated in relation to the same criteria. Assessment is done by measuring individual works as well as the portfolio as a whole against specified criteria, which match the objectives toward a specific purpose. Portfolio creation is the responsibility of the learner, with teacher guidance and support, and often with the involvement of peers and parents. The teacher assesses the portfolio. 23 Furthermore, portfolio assessment is different from the traditional assessment in which portfolio shows not just how students think and the process they use to get to certain result, but how they, and their work, have evolved over the material. Based on NCLRC forum, below are some strengths of portfolio assessment, seen in contrast to traditional forms of assessment; traditional assessment versus portfolio assessment. 24 Table 2.1. Traditional Assessment Vs Portfolio Assessment Traditional Portfolio Measures students ability at one time Measures students ability over time Done by teacher alone; student often unaware of criteria Done by teacher and student; student aware of criteria Conducted outside instruction Embedded in instruction Assigns student a grade Involves student in own assessment Does not capture the range of students language ability Captures many facets of language learning performance Does not include the teachers knowledge of student as a learner Allows for expression of teachers knowledge of student as learner Does not give student responsibility Student learns how to take responsibility 22 Peter W. Airasian and Michael K. Russel, Classroom Assessment: Concept and Aplications New York: Mc.Graw Hill, 2008, sixth edition, p. 233. 23 NCLRC, Teaching Learning Strategies: A Checklist for Teachers, Vol. X, Number 08 2008, Washington: George Washington Univ, 2008, http:www.nclrc.orgportfolio journalforms.html , p. 3. 24 NCLRC, Teaching Learning Strategies: A Checklist for Teachers, ....., p. 3. 13 Furthermore, a portfolio can be made up of many different student performances or it can be made up of a single performance. 25 Portfolio assessment is closely linked to instruction, which has two educational benefits. First, linking assessment to instruction means that teachers are sure that they are measuring what they have taught. Second, portfolios reveal any weaknesses in instructional practices. Acording to Peter W. Airasian, portfolio assessment is by nature incorporated fully into instruction: there is no time lost on assessment. Assessment is a true learning experience, and not external to the learning process. Student assessment portfolios promote positive student involvement. As students create their portfolios, they are actively involved in and reflecting on their own learning. Moreover, using portfolios introduces students to an evaluation format with which they may need to become familiar as more schools and districts adopt portfolio assessment. Besides that, portfolios give the teacher opportunities to involve parents in their childrens language learning. Parental involvement is an important factor in educational success.

2. The Content of Portfolio