Abstract
Electronic portfolio assessment (EPA) is an assessment procedure based assessment for learning which is a collection of student work collected digitally. The purpose of this research was to determine the effect of implementation of the EPA model to increase students’ generic science skills (GSS) in Practical Inorganic Chemistry. Research was conducted at Chemistry Education Department on preservice teacher programme. The research design was a Pretest-Posttest Control Group Design. Research subjects each consisted of 30 students in the experimental and control Group. Data was collected using GSS test given at pretest and posttest. Data were analyzed by SPSS version 17.0. The result show that students who used EPA model in the assessment process have increased GSS (mean of N-gain= 0.41) better than those used conventional portfolio assessment (mean of N-gain = 0.14).
Highlights
The importance of the role of assessment in improving the effectiveness chemistry learning in college makes assessment strategies become an integral part of the curriculum design model (O'Connor, 2006)
When it compared with other forms of performance assessment, portfolio assessment has the privilege because it provides a set of processes and documents as evidence of student learning outcomes (Davis and Ponnamperuma, 2005)
The results showed that the practice of assessment in learning can be used to improve the students’ generic skills
Summary
The importance of the role of assessment in improving the effectiveness chemistry learning in college makes assessment strategies become an integral part of the curriculum design model (O'Connor, 2006). In this case, assessment that included in the assessment strategy is formative assessment, summative assessment, and continuous assessment. Related with the assessment role, Arifin (2011) asserts that the assessment made by the teachers should be comprehensive and continuous It means that, assessment by educators covering all aspects of competency by using appropriate evaluation techniques, the ability to monitor the progress of learners. When it compared with other forms of performance assessment, portfolio assessment has the privilege because it provides a set of processes and documents as evidence of student learning outcomes (Davis and Ponnamperuma, 2005)
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