A portrayal of portfolio as an alternative online learning assessment

Ida Bagus Nyoman Mantra; Desak Nyoman Budiningsih; Putu Sri Astuti; Dewa Ayu Puspawati

doi:10.31295/ijss.v4n2.1724

Authors

Ida Bagus Nyoman Mantra
bagusmantra@unmas.ac.id
Universitas Mahasaraswati Denpasar, Indonesia
Desak Nyoman Budiningsih Universitas Mahasaraswati Denpasar, Indonesia
Putu Sri Astuti Universitas Mahasaraswati Denpasar, Indonesia
Dewa Ayu Puspawati Universitas Mahasaraswati Denpasar, Indonesia

Keywords:

assessment, learning, online, portfolio, portrayal

Abstract

Learning assessment is a process of gathering information on the students’ learning outcomes. In conducting an assessment, teachers should pay attention to the principles of comprehensive assessment and put a strong emphasis on assessing the three domains. Moreover, the assessment process should be appropriately conducted to obtain real information about the students’ existing abilities. The principle of portfolio assessment is assessment for learning processes, learning outcomes, and continuous assessment. This study was intended to reveal the importance of portfolio assessment as an alternative online learning assessment. Document studies were conducted to collect the data and then the data were critically and descriptively analysed to establish valid and reliable findings. This study revealed that portfolio assessment is an effective assessment to be used to assess the student's competence through online learning systems. This study implies that teachers should consider utilizing portfolio assessment more intensively in their online learning-teaching activities.

Downloads

Download data is not yet available.

References

Astawa, I. N., Mantra, I. B. N., & Widiastuti, I. A. M. S. (2017). Developing communicative English language tests for tourism vocational high school students. International Journal of Social Sciences and Humanities (IJSSH), 1(2), 58-64.

Barberà Gregori, E. (2007). Mutual feedback in e-portfolio assessment: an approach to the netfolio system.

Barnes, J., Colquhoun, J., Devlin, M., Heels, L., Lord, P., Marshall, L., ... & Witty, C. (2020). Designing a portfolio-oriented curriculum using problem based learning. In Proceedings of the 4th Conference on Computing Education Practice 2020 (pp. 1-4).

Brata, I. B., Mantra, I. B. N., Rai, I. B., & Wartha, I. B. N. (2021). The Discourse Of Informal Education: Developing Children Characters During Covid-19 Pandemic. International Journal of Linguistics and Discourse Analytics, 2(2), 88-97.

Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices (Vol. 10). White Plains, NY: Pearson Education.

Clarke, J. L., & Boud, D. (2018). Refocusing portfolio assessment: Curating for feedback and portrayal. Innovations in education and teaching international, 55(4), 479-486.

Constantinides, G. M., & Malliaris, A. G. (1995). Portfolio theory. Handbooks in operations research and management science, 9, 1-30. https://doi.org/10.1016/S0927-0507(05)80045-3

Gruen, T. W., Osmonbekov, T., & Czaplewski, A. J. (2006). eWOM: The impact of customer-to-customer online know-how exchange on customer value and loyalty. Journal of Business research, 59(4), 449-456. https://doi.org/10.1016/j.jbusres.2005.10.004

Hänze, M., & Berger, R. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and instruction, 17(1), 29-41. https://doi.org/10.1016/j.learninstruc.2006.11.004

Jay, S., Jones, C., Slinn, P., & Wood, C. (2007). Environmental impact assessment: Retrospect and prospect. Environmental impact assessment review, 27(4), 287-300. https://doi.org/10.1016/j.eiar.2006.12.001

Kirby, J. R., & Merchant, S. (2020). Assessment for Learning and Self-Regulation. In Oxford Research Encyclopedia of Education.

Lariscy, R. W., Avery, E. J., Sweetser, K. D., & Howes, P. (2009). An examination of the role of online social media in journalists’ source mix. Public relations review, 35(3), 314-316. https://doi.org/10.1016/j.pubrev.2009.05.008

Liu, W. (2019). Portfolio diversification across cryptocurrencies. Finance Research Letters, 29, 200-205. https://doi.org/10.1016/j.frl.2018.07.010

Maba, W., Perdata, I. B. K., Astawa, I. N., & Mantra, I. B. N. (2018). Conducting assessment instrument models for teacher competence, teacher welfare as an effort to enhance education quality. International research journal of management, IT and social sciences, 5(3), 46-52.

Mantra, I. B. N., & Widiastuti, I. A. M. S. (2019). An Analysis of efl students’writing ability to enhance their micro and macro writing skill. International Journal of Linguistics and Discourse Analytics, 1(1), 29-34.

Mantra, I. B. N., Astawa, I. N., & Handayani, N. D. (2019). Usability of innovative learning models in higher education. International Journal of Social Sciences, 2(1), 38-43.

Mantra, I. B. N., Suwandi, I. N., Sukanadi, N. L., Astuti, N. K. W., & Indrawati, I. G. A. P. T. (2019). Teachers' Competences in Dealing with Instructional Constraints to Develop Higher Quality of Learning. International Journal of Social Sciences, 2(1), 44-48.

Pope, J., Annandale, D., & Morrison-Saunders, A. (2004). Conceptualising sustainability assessment. Environmental impact assessment review, 24(6), 595-616. https://doi.org/10.1016/j.eiar.2004.03.001

Rahayu, R. P., & Wirza, Y. (2020). Teachers’ perception of online learning during pandemic Covid-19. Jurnal Penelitian Pendidikan, 20(3), 392-406.

Robinson, T., Callister, M., Magoffin, D., & Moore, J. (2007). The portrayal of older characters in Disney animated films. Journal of aging studies, 21(3), 203-213. https://doi.org/10.1016/j.jaging.2006.10.001

Roseline, S. O., & Obiageriaku, A. C. (2019). Portfolio as a Tool for Assessing Students Affective Learning Outcomes in Economics in Ebonyi State Secondary Schools. American Journal of Educational Research, 7(5), 343-348.

Seufert, T. (2003). Supporting coherence formation in learning from multiple representations. Learning and instruction, 13(2), 227-237. https://doi.org/10.1016/S0959-4752(02)00022-1

Sienaert, P. (2016). Based on a true story? The portrayal of ECT in international movies and television programs. Brain stimulation, 9(6), 882-891. https://doi.org/10.1016/j.brs.2016.07.005

Soifah, U., & Pratolo, B. W. (2020). Teachers’ belief, implementation, and challenges in portfolio assessment in writing. Journal of Critical Reviews, 7(9), 986-990.

Sulistyo, T., Eltris, K. P. N., Mafulah, S., Budianto, S., Saiful, S., & Heriyawati, D. F. (2020). Portfolio assessment: Learning outcomes and students’ attitudes. Studies in English Language and Education, 7(1), 141-153.

Timmis, S., Broadfoot, P., Sutherland, R., & Oldfield, A. (2016). Rethinking assessment in a digital age: Opportunities, challenges and risks. British Educational Research Journal, 42(3), 454-476.

Tyas, P. A. (2020). Promoting Students' Autonomous Learning Using Portfolio Assessment in EFL Writing Class. JEES (Journal of English Educators Society), 5(1), 75-81.

Virgin, J. A., & Bharati, D. A. L. (2020). Teachers’ perception, plan, and implementation of portfolio assessment in students’ writing assessment. English Education Journal, 10(2), 143-153.

Widiastuti, I. A. M. S. (2018). EFL Students' Writing Interactions Through Weblog and Self-assessment. International Journal of Humanities, Literature and Arts, 1(1), 38-45.

Widiastuti, I. A. M. S., & Saukah, A. (2017). Formative assessment in efl classroom practices. Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya, 45(1), 50-63.

Widiastuti, I. A. M. S., Mukminatien, N., Prayogo, J. A., & Irawati, E. (2020). Dissonances between Teachers' Beliefs and Practices of Formative Assessment in EFL Classes. International Journal of Instruction, 13(1), 71-84.