Abstract
This study attempts to present the implementation of portfolio assessment to promote students’ autonomous learning in one of reputable universities in Indonesia. The participants were 30 students enrolled Essay Writing Class. A collection of students’ work during the course in the form of ‘Essay Writing Module’ was used to provide authentic evidence of the implementation of portfolio assessment and observation checklists of students’ work was used to present the completeness of portfolio assessment of each student. To know students’ autonomous learning, semi-structured interview was carried out. The results prove that portfolio assessment can promote students autonomous learning since it provides some benefits for students such as motivate them to do self-evaluation and reflection, encourage them to be actively involved in peer review session, and also enhance their awareness of their weaknesses.
 HIGHLIGHTS:
 
 Portfolio assessment promotes students’ autonomous learning by providing some benefits for students such as provide a guide for self-evaluation, reflection, and peer review.
 Each element in portfolio encourages students’ engagement during the writing activities both inside and outside the classroom.
 An insightful idea of specific criteria motivates students to set goals in improving their writing competence and performance.
Highlights
Studies on portfolio assessment as teaching and learning tools for developing academic writing have been done in recent years, yet the discussion only focus on the portfolios process as in Ilke Büyükduman and Şirin (2010); Chang et al (2013) and focus on students’ attitudes and perceptions about the portfolio process as in Aydin (2010) and Lam (2013)
The writer proposes portfolio assessment to be used in essay writing classroom by emphasizing the discussion on both the writing process assessment and product assessment in order to promote students’ autonomous learning by engaging students in assessing their on-going learning and provide them clear idea of how the lecturer will evaluate their work including the criteria used in giving score
The result of observation checklist is in line with the result of students’ interview, it was found that most of the students agree that ‘clearly stated criteria’ in judging their process and product writing can motivate them to complete portfolio assessment in order to get good score in essay writing class
Summary
Studies on portfolio assessment as teaching and learning tools for developing academic writing have been done in recent years, yet the discussion only focus on the portfolios process as in Ilke Büyükduman and Şirin (2010); Chang et al (2013) and focus on students’ attitudes and perceptions about the portfolio process as in Aydin (2010) and Lam (2013). In humanistic, writing is used as a medium to explore and discover meaning From those two perspectives, it can be seen that EFL lecturers should emphasize on the writing process that encourages students to be actively involved in and out activities of writing class, and emphasize the students’ writing product which focuses on the students’ grammatical and lexical accuracy to outgrow cohesion and coherent of the product. It can be seen that EFL lecturers should emphasize on the writing process that encourages students to be actively involved in and out activities of writing class, and emphasize the students’ writing product which focuses on the students’ grammatical and lexical accuracy to outgrow cohesion and coherent of the product It can promote students’ autonomous learning in which they have to be responsible for their learning. Students’ autonomous learning in this current study was fostered by communicating the learning with the students in which reflected through the implementation of portfolio assessment
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