Portfolio Assessment Research Articles

Framework for Implementing e-Portfolio Assessment to Improve Student Habits of Mind and Mastery of Chemistry Studies Concepts

The COVID-19 pandemic emphasized the need for improving teachers’ online teaching skills. One skill was using electronic portfolio assessment. Electronic portfolio assessment as an alternative assessment does not only focus on cognitive aspects but also is in line with the regulations of the Ministry of Education regarding the assessment of learning outcomes that focus not only on cognitive aspects but also on aspects of skills and attitudes. This study aimed to develop a framework for electronic portfolio assessment to improve students’ habits of mind and mastery of chemical studies concepts. We conducted a literature review to identify, categorize, synthesize and develop a framwork. This offers chemistry teachers a model for systematically designing and implementing an electronic portfolio of assessments and provides them with the instruments to conduct further research on assessment techniques. This framework guides chemistry teachers through important technical decisions, such as setting goals, identifying clear goals and establishing meaningful criteria for electronic portfolio assessment. Other issues discussed include defining the content of the electronic portfolio, managing the electronic portfolio, and monitoring and evaluating processes.
 Keywords: electronic portfolio assessment, habits, chemical concepts

Literary reading as a web of relationships: Implications for pedagogy at a South African university

We teach English literature in South Africa, to third- or fourth-language English speakers. Increasingly dissatisfied with the effectiveness of our pedagogy under conditions of massification, we seek to agitate propositions about our students’ reading and what these propositions means for our pedagogy. Drawing on narrative theory we analyse our students’ written responses to a portfolio assessment designed to scaffold their reading of a setwork novel, Lauren Beukes’ Zoo City. Six patterns emerge, around paraphrase, compensation strategies that replace literary reading, repertoires of knowledge and how these relate to access, personal salience and dissonance, reader discomfort, and decolonial opportunities. Understanding the students’ reading for our course as a complex web of material, social and affective relations opens avenues for pedagogy and assessment design that frames literary reading as communal encounter.

A Survey On The Implementation Of Fine Motoric Portfolio Assessment Of Children Aged 4-6 Years By Kindergarten Teachers In Pare Sub-District

This research aimed to describe the implementation of fine motor portfolio assessments for children aged 4-6 years by kindergarten teachers in Pare Sub-district, Kediri Regency, East Java. This research used quantitative methods, where researchers took a cross-sectional type survey. This type refers to research that can be carried out by collecting data only once. The population in this study were kindergarten teachers in Pare Sub-district, totalling 45 schools. The research results showed that 18 kindergarten teachers in Pare District carried out the fine motor portfolio assessment of children aged 4-6 years very well, 23 teachers carried out the fine motor portfolio assessment of children aged 4-6 years well, while 5 teachers assessed the fine motor portfolio of children aged 4-6 years quite well. The average (mean) score of respondents from the research results on the implementation of children's fine motor portfolio assessments by kindergarten teachers in Pare District, Kediri Regency, East Java, was 77.02. The teacher's portfolio assessment has followed the portfolio assessment stages. The stages for assessing portfolios of kindergarten teachers in Pare Sub-district are determining (1) the objectives of the portfolio, (2) the contents of the portfolio, and (3) the criteria and format for the assessment. The teachers did not involve children or parents in assessing the fine motor portfolio of children aged 4-6 years.

An Empirical Assessment of Characteristics and Optimal Portfolios

Abstract We implement a dynamically regularized, bootstrapped two-stage out-of-sample parametric portfolio policy to evaluate characteristics’ efficacy in the conditional stock return-generating process in the metric of expected power utility. Traditional characteristics, such as momentum and size afforded large utility gains before 1999. These opportunities have since vanished. Overfitting—imprecision in weight estimation—is correlated with the optimal portfolio’s variance. Therefore, it is not a problem for power utility investors with coefficients of relative aversion greater than four. For more risk-tolerant investors, we successfully reduce estimation error by increasing the curvature of the loss function relative to the investor’s utility function. (JEL L200; C110; C350)

THE EFFECTS OF PORTFOLIOS ON DEVELOPING STUDENTS’ WRITING ABILITY

This study aimed to look into the effects of portfolios in developing writing skills among students who major in tourism at a university in Ho Chi Minh City. The study was conducted on fifty third-year students. Random assignment of participants to an experimental or control group of twenty-five students each. For fulfilling the objective, a quasi-experimental research design was utilized. Both groups were given a pre-test to determine their writing performance and sub-skills of focus, elaboration, organization, vocabulary, and mechanics before the treatment. Throughout the study, the experimental group was instructed with portfolio assessment, whereas the control group was trained in the conventional method. After receiving the treatment, students in the experimental group were also required to complete a survey regarding the effectiveness of using portfolios to improve writing skills in English classes. The attitude survey data were analyzed using descriptive statistics, including frequencies, percentages, means, and standard deviations. Other data were gathered through semi-structured interviews with learners who are representative students at different levels. The results of student questionnaires and student interview data showed that most students had positive attitudes regarding using portfolios to improve their writing skills in English classes. They all believe portfolios could help develop their writing ability. Though the limitation is unavoidable, the study is expected to benefit teachers, students, and researchers of the related studies.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0757/a.php" alt="Hit counter" /></p>

Comparison of Physical Portfolio and E-portfolio for Language Assessment

Comparison of Physical Portfolio and E-portfolio for Language Assessment

Realizing the Sustainability of Portfolio Assessment in Second-Language Writing

Portfolio assessment, as an alternative writing assessment approach, has received growing attention in the past few decades. Although the benefits of portfolio assessment are well validated, there is a dearth of empirical research on how portfolio assessment can be sustained over time and the support teachers need to sustain portfolio assessment practice in their teaching contexts. To fill this significant void, the present study examines the influences that contribute to the sustainability of portfolio assessment in second-language writing. Drawing on data from interviews with the principal, English department chair and four English teachers from one elementary school in Hong Kong, as well as classroom observation and teachers’ team meeting observation, the study revealed that administrators’ role in dispersing decision-making authority to teachers, exploiting learning opportunities and providing a stimulating environment for teachers, and the sharing of common vision and goals, as well as collective flows of learning among team members, are the cornerstone of transformation and sustainability for the practice of portfolio assessment. The paper concludes with practical implications on how the innovative attempts in portfolio assessment can be sustained over time.

InSAR-based rapid damage assessment of urban building portfolios following the 2023 Turkey earthquake

Timely acquisition of disaster information and damage assessment are crucial for mitigating earthquake impact. However, obtaining post-earthquake information promptly is challenging due to the disruptions caused by earthquakes to human activities and the environment. Remote methods have been widely used for rapidly assessing post-earthquake damage owing to their convenience and high precision. Among these methods, Interferometric Synthetic Aperture Radar (InSAR) is renowned for its large area coverage capabilities. However, InSAR may not be suitable for monitoring horizontal deformation of buildings. This study introduces a rapid loss assessment method for post-earthquake building portfolios based on InSAR. Specifically, we obtained the deformation in the horizontal direction of building portfolios in Adıyaman and Nurdağı during the 2023 Turkey earthquake based on InSAR and evaluate the proposed method's effectiveness by comparing it with optical remote sensing imagery. The results demonstrate that this method is efficient and cost-effective in evaluating post-earthquake damage of building portfolios.

Portfolio assessment among upper-intermediate learners: effects on learners’ willingness to communicate, grit tendencies, and motivation

In the current research, the impacts of portfolio assessment (PA) on the grit tendencies, motivation, and willingness to communicate (WTC) of Saudi Arabian EFL learners were examined. The population of this study was fifty-eight EFL learners who were assigned to two groups in order to accomplish this purpose. Following that, both groups were given the WTC, grit tendencies, and motivation pre-tests to gauge the participants' proficiency in the dependent variables. After that, the students in the control group received the instruction without the use of PA, while the experimental group (EG) received treatment utilizing PA. Following the treatment, the two groups completed the WTC, grit tendencies, and motivation post-tests. The results revealed differences between the two groups' post-test scores, with the EG performing better. These findings imply that teachers can exploit portfolios to provide their students with relevant content that will help them improve their language proficiency.

The Use of Linoit Website-Based Media as a Digital Portfolio Assessment Tool in German Language Learning at SMAN 1 Kedungwaru

The Use of Linoit Website-Based Media as a Digital Portfolio Assessment Tool in German Language Learning at SMAN 1 Kedungwaru

Evaluating teachers’ effectiveness in classrooms: an ML-based assessment portfolio

Evaluating teachers’ effectiveness in classrooms: an ML-based assessment portfolio

A Study on Student’s Learning Achievement with Traditional Assessment and Portfolio Assessment.

Abstack:The purposes of this research are to describe the student’s learning achievement with traditional assessment and portfolio assessment, and then find out the difference between the student’s learning achievement with traditional assessment and portfolio assessment. The design of this research is ex post facto. The population is the 1st class of students of MTs Muamalah Jurang Jaler. In selecting the sample is used clustered random sampling. The students of class 1A and 1B of MTs Putri Al- Islahuddiny Kediri are chosen as the sample. The data collection is done by observation and collecting the documentation. T-test is used to analysis the difference between the students’ learning achievement with traditional assessment and portfolio assessment. Based on the analysis, the researcher finds that mean of the class with traditional assessment is 60.00 and mean of the class with portfolio assessment is 70.31. By using t-test at the level of significance (a) 0.05, is got tratio is bigger than ttable, that is tratio = 2.833 > ttable = 1.992, it shows that there is a significant difference between the students’ learning achievement with traditional assessment and portfolio assessment.
 It can be concluded that the student learning achievement with portfolio assessment is better than the student learning achievement with traditional assessment at the level of believe 95%. But portfolio assessment is better implemented in small class because teacher will be easier in managing the class.
 
 Key term: Traditional Assessment and Portfolio Assessment.

Impact of Portfolio Authentic Assessment on Students’ Learning Outcomes of Nahwu at Modern Islamic Boarding School

The study aimed to investigate the potential beneficial impact of portfolio assessment on the learning outcomes of Nahwu lessons of fourth-grade students at the Modern Islamic Boarding School of Al-Ikhlash Female in Kuningan, West Java. The study used an experimental methodology and a quantitative research approach. The research sample included all fourth graders. The research was carried out during the odd semester of academic year 2022. A quasi-experimental design used to evaluate the effectiveness of portfolio assessment, with the experimental class implementing portfolio assessment while the control class continued to use the standard evaluation method. The learning outcomes of the students in the control class produced an average score of 71.67. Comparing the experimental class’ score, which used portfolio assessment, it become clear that the students’ comprehension of the Nahwu material had significantly improved. These results showed that portfolio evaluations have a chance to improve fourth-grade students’ learning outcomes in Nahwu.

Portfolio Assessment Strategy _ A 21st Century Education and Constructivists Pedagogic Mediated Students Evaluation

The shift in education to Assessment for Learning (AfL), formative verses summative evaluation in nature has resulted in a need for problem solution nexus between the practice of assessment and demands of the society to align with the 21st Century perspective of lifelong learning. The constant logic model of learning overtime of curriculum-pedagogy-assessment as informed by constructivist approach requires new approaches such as ‘Portfolios’ specifically ‘Portfolio Assessment.’ Conceptualization of the essence of 21st Century skills beyond discipline content is lacking. Consider cognitive efficiency and competencies as well as metacognitive awareness and skills as driven by the constructivist theory. The author would like to address these issues in this publication by harmonizing the thinking, providing knowledge, theoretical basis guiding practice, and products desired into a framework. The author will use the Portfolio Strategy as an avenue to demonstrate and explore attributes and themes alluded to in the write up.

Comparative Risk Assessment of ESG Portfolios in Emerging Market Vs Developed Market

Comparative Risk Assessment of ESG Portfolios in Emerging Market Vs Developed Market

КРИТЕРИИ ЭФФЕКТИВНОСТИ УПРАВЛЕНИЯ ИНВЕСТИЦИОННЫМ ПОРТФЕЛЕМ ФИНАНСОВЫХ АКТИВОВ В ПРАКТИКЕ СТРОИТЕЛЬНОЙ ОРГАНИЗАЦИИ

The purpose of the article is to analyze the key criteria that are used in the assessment of the investment portfolio of financial assets in the practice of construction organizations. The author systematized and investigated the conclusions of the authors’ scientific papers, which reveals that the definition of the main performance criteria should be used in the process of managing an investment portfolio of financial assets. For this reason, issues related to the optimization of the investment portfolio remain unresolved in the practice of construction organizations. The relevance of the study requires identifying key indicators that can be used by construction companies to solve the tasks that are set when deciding on the allocation of free financial resources and funds for their investment in specific securities and financial assets. The conditions that contribute to a higher efficiency of managing the investment portfolio of financial assets of the organization, taking into account the specifics of the activities of construction companies, are determined. In addition, the scientific article contains different approaches to criteria and indicators, with the help of which it is possible to more accurately determine how appropriate it is to manage an organization’s investment portfolio.

High-frequency enhanced VaR: A robust univariate realized volatility model for diverse portfolios and market conditions.

In the field of financial risk management, the accuracy of portfolio Value-at-Risk (VaR) forecasts is of critical importance to both practitioners and academics. This study pioneers a comprehensive evaluation of a univariate model that leverages high-frequency intraday data to improve portfolio VaR forecasts, providing a novel contrast to both univariate and multivariate models based on daily data. Existing research has used such high-frequency-based univariate models for index portfolios, it has not adequately studied their robustness for portfolios with diverse risk profiles, particularly under changing market conditions, such as during crises. Our research fills this gap by proposing a refined univariate long-memory realized volatility model that incorporates realized variance and covariance metrics, eliminating the necessity for a parametric covariance matrix. This model captures the long-run dependencies inherent in the volatility process and provides a flexible alternative that can be paired with appropriate return innovation distributions for VaR estimation. Empirical analyses show that our methodology significantly outperforms traditional univariate and multivariate Generalized AutoRegressive Conditional Heteroskedasticity (GARCH) models in terms of forecasting accuracy while maintaining computational simplicity and ease of implementation. In particular, the inclusion of high-frequency data in univariate volatility models not only improves forecasting accuracy but also streamlines the complexity of portfolio risk assessment. This research extends the discourse between academic research and financial practice, highlighting the transformative impact of high-frequency data on risk management strategies within the financial sector.

Development of Electronic Portfolio Assessment Instruments to Improve Students’ Creative Thinking Skills in Chemical Reaction Equations Materials

Development of Electronic Portfolio Assessment Instruments to Improve Students’ Creative Thinking Skills in Chemical Reaction Equations Materials

Applying Machine Learning Techniques to Evaluate Climate-Related Risks in Real Estate Mortgage Valuations

Facing the escalating effects of climate change, the real estate industry faces risks from physical perils and shifting towards a low-carbon economic model. These risks have substantial consequences for the assessment and effectiveness of real estate mortgage portfolios. Conventional approaches to evaluating mortgage risk frequently fail to capture the intricate, non-linear connections between climate variables and loan results. In this paper, we present a new machine-learning framework that aims to quantify climate-related risks in real estate finance. We utilize neural networks and gradient-boosting algorithms to forecast the likelihood of mortgage defaults and the potential loss resulting from defaults in different climate stress scenarios. A robust and forwardlooking risk assessment is developed by integrating property-level exposure data, loan characteristics, and macroeconomic indicators. The empirical findings prove that our models perform superior to conventional econometric methods regarding predictive precision and computational effectiveness. The framework offers a robust instrument for investors, lenders, and regulators who aim to effectively address climate risks and enhance their ability to withstand and adapt to an unpredictable future.

Pakistani Learners’ Perceptions of Portfolio Assessment as a Motivational Factor in Learning English as a Foreign Language

Pakistani Learners’ Perceptions of Portfolio Assessment as a Motivational Factor in Learning English as a Foreign Language