Portfolio-based Assessment Research Articles

Portfolio-based assessment feedback and development of pedagogical skills among instructors and pre-service teachers

Portfolio-based assessment feedback and development of pedagogical skills among instructors and pre-service teachers

Different Assessment Methods in a Civil Engineering Course

Due to the outbreak of Covid-19, there has been a need for exploring different assessment methods and approaches to teaching. The purpose of the present paper is to share the experiences and discuss three different assessment methods that have been used in the same university course within civil engineering studies over the last three years. The three assessment methods which have been explored are (i) a conventional four-hour unseen exam with calculation tasks performed at the campus, (ii) a 24-hour home exam with calculation tasks and (iii) a portfolio-based assessment with an additional oral exam.
 The choice of assessment method clearly influenced the grades where the portfolio-based assessment with the additional oral exam produced more than a grade higher average than the two other assessment methods. Interestingly, there were no indications of gender differences between the assessment methods. Females and males achieved similar average grades in all the introduced modes of assessments.
 Based on comparisons between the portfolio results and the following oral exam there are indications that the improved grades were not only a function of an “easier assessment method” but might also be because of better performance which may partly be induced by the mode of assessment.

IM Twenty-Four Steps Of Educational Innovation In Indonesia

This study aims to critically analyze educational innovation in Indonesia through twenty-four appropriate educational strategies. This type of research is library research. Collecting data by identifying discourse from books, papers or articles, journals, newspapers, the internet (web), or other information related to education. Data analysis used descriptive analysis, content analysis, and scientific critical analysis. The results of the study show that educational innovation in Indonesia can implement twenty-four educational strategies which include Personalization, Multi-Age Classes, Small Community Learning, Peer Group Learning, Small Group Learning Communities with other groups, Multidisciplinary Curriculum with Block Scheduling, Cooperative Learning, Cooperative Learning, Project Based Learning, Co-Teachers, Teaching Teams, Community Service Learning, Looping Partnerships, Business for Assessment, Resources, and Funding, Global Connections, Laptops, and Wireless Technology for Anywhere, Anytime Learning, Parental Involvement, Students Putting on Shows, Curriculum Life Skills (Non-Academic), Meaningful Career Counseling, Social/Emotional Counseling, Open Learning, Education to Serve Student Needs, Portfolio-Based Assessment and New Paradigm of School Buildings.

"It Changed How I Think"-Impact of Programmatic Assessment Upon Practicing Physicians: A Qualitative Study.

Programmatic assessment is a systematic approach used to document and assess learner performance. It offers learners frequent formative feedback from a variety of contexts and uses both high- and low-stakes assessments to determine student progress. Existing research has explored learner and faculty perceptions of programmatic assessment, reporting favorable impact on faculty understanding of the importance of assessment stakes and feedback to learners while students report the ability to establish and navigate towards goals and reflect on their performance. The Cleveland Clinic Lerner College of Medicine (CCLCM) of Case Western Reserve University adopted programmatic assessment methods at its inception. With more than 18years' experience with programmatic assessment and a portfolio-based assessment system, CCLCM is well-positioned to explore its graduates' perceptions of their programmatic assessment experiences during and after medical school. In 2020, the investigators interviewed 26 of the 339 physician graduates. Participants were purposefully sampled to represent multiple class cohorts (2009-2019), clinical specialties, and practice locations. The investigators analyzed interview transcripts using thematic analysis informed by the frameworks of self-determination theory and professional identity formation. The authors identified themes and support each with participant quotes from the interviews. Based on findings, the investigators compiled a series of recommendations for other institutions who have already or plan to incorporate elements of programmatic assessment into their curricula. The authors concluded by discussing future directions for research and additional avenues of inquiry.

DAMPAK PENILAIAN UNTUK PEMBELAJARAN TERHADAP MOTIVASI DAN KETERLIBATAN SISWA

Assessment in the context of learning has an important role in influencing student motivation and engagement. Effective assessment can have a significant positive impact on student's motivation to learn and their level of engagement in the learning process. Through formative assessments that provide constructive and informative feedback, students can correct their shortcomings and see their progress first-hand, which directly influences their motivation to continuously strive to improve achievement. Assessments that reward and recognize students' achievements can also increase their motivation. In addition, assessments that actively involve students in the assessment process, such as project- or portfolio-based assessments, and assessments that encourage social interaction, can increase student engagement. However, it is important to ensure that effective assessment is fair, objective, and differentiated so that each student gets feedback that is relevant to their needs and level of development. In conclusion, effective assessment should be viewed as a learning tool that encourages student motivation and engagement in the learning process.

The Impact of Portfolio Assessment on the Moroccan Police Cadets’ EFL Writing Skills

The purpose of this study is to examine whether or not the integration of portfolio as part of the assessment practices in English for Specific Purposes (ESP) context can significantly impact the improvement of the Moroccan police cadets’ EFL writing skills. The study participants were 50 Moroccan Police Cadets who have been studying English for Policing at the Moroccan Defense Language Institute for one year. They were randomly selected and divided into experimental and control groups. Each group consists of 25 students. A pre-test was administered to both groups to check their writing proficiency level. The experimental group students were treated, throughout the semester, using portfolio-based assessment techniques like (self-and peer-assessment, teacher’s feedback, student-teacher conferences…etc.) to evaluate their writing skill, whereas the control group ones were tested using the traditional summative writing achievement tests. Eventually, a paired sample t-test was conducted to determine the significant differences between the two groups after the treatment. The findings showed that the experimental group students, who were exposed to portfolio-based writing assessment, outperformed their control group counterparts. Finally, the researchers concluded that the use of portfolio assessment in an ESP classroom positively affects the Moroccan Police Cadets’ writing skills.

The comparative impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy: insights from working memory capacity

This research was carried out to comparatively study the impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy of Afghan English as a foreign language learners. To accomplish this, 172 learners enrolled at a language institute, through an Oxford Quick Placement Test (OQPT), 120 lower-intermediate learners and 5 higher-intermediate learners were selected. These selected participants were assigned into four groups: portfolio group (N = 30), self-assessment group (N = 30), scaffolded peer assessment group (N = 35), and control group (N = 30). The five higher-intermediate learners were injected into the scaffolded peer assessment group to function as the mediators, hence more participants in the group. After selecting the participants, through a reading-span test developed by Shahnazari (2013), learners’ working memory (WM) span was determined. It was discovered that 16 subjects in the portfolio condition, 14 self-assessment learners, 18 participants in the peer assessment group, and 13 participants in the control condition had high WM, while the rest of the participants had low WM. Thereafter, through validated instructor-made tests, subjects’ reading comprehension, knowledge of targeted lexical items, and grammatical accuracy at baseline were determined. Then, a ten-session treatment began. After the treatment, a follow-up post-test was administered. The results of three two-way between-group MANOVA disclosed that all three experimental conditions outstripped the comparison group on the second occasion and that high WM learners outstripped low WM learners (with a large effect size on reading comprehension test (partial eta squared = .365), a moderate effect size on the same test among high vs. low WM learners (partial eta squared = .095), a large effect size on vocabulary post-test (partial eta squared = .465), a moderate effect size on the same test among high vs. low WM learners (partial eta squared = .083), a large effect size on grammar test (partial eta squared = .500), and a moderate effect size on the same test among high vs. low WM learners (partial eta squared = .072)). The results further revealed that subjects in the scaffolded peer assessment group outstripped subjects in other experimental conditions, but the difference was non-significant. Additionally, the difference between the portfolio assessment and self-assessment group was not statistically significant. The implications of the study are reported.

Effects of portfolio-based assessment on EFL students’ conceptions and approaches to writing

Researches in general education as well as in language teaching have clearly shown the pivotal role conceptions of learning played on students’ learning outcome. However, there are paucity of researches on instructional and assessment schemes that promote deep conceptions of writing. The main objective of this study, therefore, was to examine the effects of Portfolio-Based Assessment (PBA) on EFL students’ conceptions and approaches to writing. To this end, a pretest posttest control group quasi-experimental research design was adopted, and two sections were chosen from first-year Natural Science Stream students at Wollo University, Dessie Campus. From the two groups, totally 60 participants were chosen randomly, and four types of data collection instruments namely; conceptions of writing scale, essay writing tests, interviews and reflection sheets were employed. The quantitative data were analyzed mainly by using one sample t-test and independent samples t-test, and the qualitative data were also analyzed thematically. During the intervention that stayed for 8 weeks, the students in experimental groups were assessed by writing portfolios. The students in controlled group, however, were assessed by using conventional assessment schemes. As the findings revealed, significant changes in students’ conceptions of writing and writing performances were observed between participants in experimental and controlled groups. The findings suggest that PBA influences EFL students’ deep and meaningful conceptions of writing by way of supporting their independent and out-of class learning endeavor. Moreover, the findings hold implications for using PBA to boost EFL students’ writing self-efficacy beliefs and concern for reflection and revision.

Newly qualified teachers’ perceptions and experiences about portfolio assessment in Wa Municipality, Ghana

Portfolio assessment is a tool that enables professionals to reflect on their development. Despite the popularity of portfolio-based assessment among educators, little research has been conducted in Ghana to establish how newly trained teachers view portfolio assessment as a learning and assessment tool. A survey of newly qualified teachers was performed to learn about their experiences and perceptions of portfolio assessment as a tool for continuing professional development (CPD) and obtaining a full teaching license in Wa Municipality, Upper West Region of Ghana with a total population of 187. Out of the total population,58 newly qualified teachers (NQTs) were selected using a simple random sampling procedure. The researcher used a questionnaire as the predominant instrument to obtain data. Quantitative data were analyzed using descriptive statistics such as tables, charts, and bar graphs. Qualitative data were also analyzed using content analysis. This was based on analysis of meaning and implications emanating from the respondents’ information. The portfolio was deemed a good learning tool by the majority of the research participants, the newly qualified teachers. They did, however, believe that creating a proper portfolio is stressful and time-consuming. According to the study's findings, the system will not succeed unless students receive proper direction from academic professionals like National Teaching Council (NTC), in-service teachers, and headteachers, etc.

DIGITAL PORTFOLIO IN EARLY CHILDHOOD EDUCATION DURING THE COVID-19 PANDEMIC: A NEED ANALYSIS

An effort to provide contextual teaching and learning practices that accommodate children’s requirements for future success is critical. However, to capture their learning in the meaningful way is still limited, especially during the COVID-19 pandemic. This paper aims to explore the need of early childhood teachers to use digital portfolio as part of documenting and celebrating children’s learning. The eleven teachers filled some questionnaire and did interview regarding how information technology can be used to navigate children’s learning during the pandemic. This paper is an initial stage of Research and Development that uses a descriptive quantitative method. The results showed that teachers need to discover a model to create a portfolio using information technology that can be easily deliver during online learning. An effective software will help them documenting and analyzing children’s development through their works and activities. As a result, the teachers need to understand and improve their skills to use technology in creating online portfolios that parents and children can work collaboratively to the teachers. Another aspect that they have to understand is what indicator should be put on the portfolio-based assessment, such as what needs to be included in a portfolio and how to create an effective design in displaying children’s works and activities.

THE EFFECTIVENESS OF THE USE OF DIGITAL TEXBOOKS ON THE EVALUATION OF BIOLOGY LEARNING COURSE ON PORTFOLIO ASSESSMENT MATERIALS

Portfolio-based research is an important and inseparable part of the various skills that prospective biology teacher students need to possess. This development research using the ADDIE Model involved 92 students as research subjects, and 3 lecturers who were in charge of the Biology Learning Evaluation course. Subjects were determined by purposive sampling technique. Data related to the readiness of portfolio development in digital textbooks were used in questionnaires, and data related to portfolio-based assessment abilities were used, and were complemented by in-depth interviews with the lecture team of lecturers. Furthermore, the data were analyzed using the percentage technique to see the tendency of the respondent's condition. The results of the study found that 87.76% of respondents said that the portfolio material in textbooks was effective to be taught to prospective biology teacher students or in the very good category. The results of the evaluation of the portfolio-based assessment ability are included in the very good category as much as 72.41% and in the good category as much as 27.59%.

The Effect of Portfolio-based Assessment and Language Processing on Acquiring Second Language


 
 
 
 Only little research has explored how information from alternative assessments especially portfolios might be best utilized in developing second language acquisition processes of a single individual student’s comprehension of simple present tense as one of grammar aspects. To understand these ideas more complete, a greater initial has to be set on a study. In addition, there must be a more prominent center on how teachers can implement alternative assessment especially portfolio assessment and how the information from these assessments can be utilized to inform and direct the learning process. Using mix method design, this study examined the language processing of two students (i.e., a high-ability learner and a low-ability learner) studying at grade seventh at MTsN 4 surabaya. According to the findings, There was difference in the degree to which the high ability student accurately noticed the answers of the questions (the use of s/es in simple present tense), rather than the low ability student. Both low ability and high ability learners could recognize the learning gaps before and after the learning process, and they notice their development system towards the target language. However, the high ability student performed better.
 
 
 

Hybrid Expeditionary Service Learning Model

Service learning is an educational model that incorporates instruction, learning, service, and reflection. Many critics have highlighted weaknesses of service learning including its inability to address structural issues, build authentic relationships with communities, assess learning, and meet community goals. Expeditionary learning is a newer learning methodology that includes a focus on social justice, provides more time for building relationships and understanding community goals, and utilizes a portfolio-based assessment approach. Because Expeditionary Learning can address some of the weaknesses of service learning, we present Hybrid Expeditionary Service Learning--a new service-learning model that employs an expeditionary learning design and embeds both the classes and service of the service-learning program within learning expeditions. The paper highlights the rationale, benefits, and mechanics of how the expeditionary learning model reinforces service learning, and also how the service-learning model can reinforce expeditionary learning.

Portfolio Based Assessment in a Culturally Diverse ESL Classroom: Understanding Learners’ Autonomous Learning Practices

Purpose – The promotion of portfolios and portfolio-based assessment in the teaching of writing skills is not a novel approach at both secondary and tertiary levels. Apart from the interest on the writing process, portfolio is popular because of its role in enabling variation of writing forms. Interestingly, with portfolio assessment, students’ actual classroom performance is facilitated and assessed by the teacher, making it a student – centered assessment, which is advantageous in disclosing more useful and effective information for teachers and students. Apart from being advanced as an significant and beneficial tool in teaching as well as testing in English as a foreign language, portfolio is also seen as an alternative assessment tool that enables opportunities for authentic, active language learning, and evaluation of student progress. In addition, as formative assessment, portfolio assessment is also regarded as a type that promotes learner autonomy. The use of portfolio evaluation and the promotion of independent learning among English as a Second Language (ESL) tertiary students of various ethnicities will be discussed in this study.Methodology – Data was acquired from two students via face-to-face interviews for this pilot project. They were selected through purposeful, and homogeneous sampling. Sociocultural theory and a re-conceptualized conception of learner autonomy are the study's research parameters.Findings – While preparing and completing their portfolio-based assessment, these participants did experience or practise the three sub aspects (motivational, affective, and metacognitive) of this psychological element of autonomy.Significance – Portfolio evaluation allows students to exercise autonomous learning in its various psychological sub aspects, according to the findings of this study. The findings are hoped to aid both English as a Second Language (ESL) instructors and students in their efforts to better understand and improve the teaching and learning of writing skills through the usage of a writing portfolio.

The Role of Portfolio Assessment in Enhancing the Moroccan EFL Students’ Writing Self-concept

Since the birth of humanistic approaches to language teaching and learning, researchers and practitioners directed special attention to various psychological factors that interfere with students’ learning. The purpose of this study is to investigate the role of portfolio-based assessment practices in enhancing students’ writing self-concept. The study further explores the students’ perceptions of portfolio assessment in relation to their writing self-concept. To achieve these objectives, the study relied on a mixed-method research design with a sample of two independent groups (classes) of high school students. One group followed portfolio-based writing assessment activities with various reflection techniques, while the other group stuck to the regular summative-based writing tests. The results indicate a statistically significant difference (p<.005) between the two groups' level of writing self-concept in favor of the portfolio assessment group. The results also reveal a gradual, though statistically non-significant, improvement in the portfolio assessment group students’ writing self-concept compared to that of the traditional assessment group. On the other hand, the majority of the participants were highly positive about portfolio assessment and its impact on their writing self-concept.

What are the impacts of recent changes in UK core surgical training application on current and prospective applicants?

Core Surgical Training (CST) is a 2-year UK training programme, designed to provide junior doctors interested in surgery with formal training and to introduce them to various surgical specialties. The selection process is divided into two stages. In the portfolio stage, applicants submit a score based on a published self-assessment guidance. Only candidates whose scores remain higher than the cut-off after verification will proceed to the interview stage. Finally, jobs are allocated according to the overall performance of both stages. Despite the rising number of applicants, the number of job vacancies remains largely similar. Hence, the intensity of competition has increased over the past few years. The competitive ratio increased from 2.8:1 in 2019 to 4.6:1 in 2021. Hence, several changes have been implemented in the CST application process, with the aim to combat this trend. The recurring changes in the CST application process have sparked considerable discussions among applicants. The effect of the changes on the current and prospective applicants is yet to be explored. This letter aims to highlight the changes and discuss the potential impacts. The CST application from 2020 to 2022 has been compared to identify the changes implemented throughout the years. Specific changes have been highlighted. The impact of changes in the CST application process on applicants has been divided into 'pros' and 'cons' sections. Recently, many specialties have shifted from portfolio-based assessment to Multiple Specialty Recruitment Assessments. In contrast, CST application preserves its emphasis on holistic assessment and academic excellence. However, the application process could be further refined for more impartial recruitment. This would ultimately help alleviate the challenging situation of staff shortage, increase the number of specialist doctors, reduce waiting time for elective surgeries and most importantly, provide better care for our patients in the NHS.

PENILAIAN KOMPETENSI KETERAMPILAN BERBASIS PORTOFOLIO PADA PEMBELAJARAN PAI DI MASA PANDEMI COVID-19

The COVID-19 pandemic that hit Indonesia significantly impacted all lines of life, including the world of education. Teaching and learning activities are required to be done remotely/online. Of course, this also affects the components of teaching and learning activities, one of which is assessment. Assessment activities usually carried out in the classroom cannot be carried out due to social restrictions, especially when it comes to skills competency assessment, usually done with a practical assessment. This study aims to determine the Portfolio-Based Skills Competency Assessment in PAI Learning during the Covid19 Pandemic at SMA UII Yogyakarta. From this study, it can be concluded that the appropriate assessment used to assess skill competency in PAI learning during this pandemic is a portfolio-based assessment. PAI teachers have carried out this assessment at UII SMA to assess PAI learning in skill competence. In its application, the portfolio-based assessment used to assess the competence of PAI learning skills found no significant problems.

Analisis Penilaian Berbasis Fortofolio pada Pembelajaran Tematik Kelas 3 di Sekolah Dasar Negeri Batujaya Kecamatan Batu Ceper

This research was conducted to describe the Analysis of Fortofolio Based Assessment in Grade 3 Thematic Learning as an assessment and evaluation tool for the learning process of students. One of the advantages of portfolio assessment is that it provides opportunities for students to be more involved, and students themselves can more easily control the extent to which the development of abilities they acquire. In the world of education, teachers can use portfolios to see the progress of students from time to time based on a collection of work as evidence of a learning activity. This Portfolio Assessment was carried out using a descriptive method to obtain a detailed description of the portfolio-based assessment. Data collection techniques used are documentary studies, observations and interviews. The research subjects were principals, teachers and students. The research data reveals that a portfolio-based assessment on thematic learning has been carried out in one of the SD Negeri Batu Jaya, Batu Ceper District. The results showed that the planning stage had been prepared by the teacher since the beginning of the thematic learning stage. Implementation of the assessment makes teachers improve their professionalism in compiling and recording student learning achievements. Portfolio assessment reporting enables learners to be more active and creative in assigned work. The obstacle encountered was the difficulty of teachers in managing the portfolio assessment process sequentially, due to a lack of understanding of the practicality of portfolio assessment. In conclusion, the application of portfolio assessment to thematic learning provides a change in the way teachers record student achievement, and allows them to increase their creativity in giving assignments.

Portfolio-Based Assessment in English Language Learning: Highlighting the Students’ Perceptions

Portfolio-based Assessment (hereafter, PBA) plays an indispensable role in language assessment. PBA represents the development of the students’ learning process outcomes, trains autonomous learning, and stimulates metacognitive awareness. Conversely, a few investigative attempts, addressed the students’ perceptions of PBA in the Indonesian EFL Context. Therefore, this study aimed to decipher the perceptions of EFL students in Indonesia on PBA use in the English subject. Empirically speaking, two female students were involved as the participants in this study. The data were collected through a semi-structured interview and analyzed with Thematic Analysis (TA) (Braun & Clarke, 2006). The findings revealed that students articulated their perceptions in three major themes, namely developing self-monitoring from the students’ learning processes, generating discipline, responsible and autonomous language learning attitudes, and mitigating perceptual mismatches among teachers and students. Pedagogically speaking, this study indicates that PBA employment can provide opportunities for students to monitor their learning progress, and enhance their self-confidence and learning motivation.

Indonesian Language Portfolio in Elementary Schools Based on C++, C# and MySQL Server

The form of programming applications based on C ++ and C # lies in the design of portfolio-based assessment that is more functional and has high flexibility in terms of developing programming directions. The objectives of this study are (1) measuring infrastructure readiness from authentic use digital database -based assessment, (2) measuring software availability and (3) measuring the availability of spare parts for hardware in the implementation of authentic digital based assessment. The method used is big data analysis from various website. The results of this study (1) the application of authentic assessment digitally based, would be implemented if use storage portfolio, (2) for portfolio analysis can use fuzzy logic combined with the programming language C ++ and (3) the use of analytics to the data analysis of the pattern in the portfolio can be used for error analysis in formal grammar. It is suggested to policymakers to redesign the use of fuzzy logic in analytic design for data pattern analysis in student portfolios. The C # based application development for learning management system scoring is part of developing creative writing skills.