Journal articles on the topic 'Portfolio Assessment'
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Kamalia Hakim, Putri, and Mansyur Srisudarso. "A Washback Study on Portfolio Assessment." ELT in Focus 3, no. 1 (July 17, 2020): 9–14. http://dx.doi.org/10.35706/eltinfc.v3i1.3693.
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The latest developments in the field of learning English as a foreign language have encouraged language teachers to use more authentic and realistic assessments. This situation makes portfolios as alternative assessments increasingly popular. As the popularity of the portfolio grows, questions among assessment developers have also arisen. They question whether the portfolio really is a proper assessment. In this study, the researcher investigated the wash-back effect of portfolio-based assessment. She observed the instructional process in a translation and a writing class to see how the two types of portfolios were used. This qualitative analysis study also studies by triangulating the data with the support of data from interviews and questionnaires. Researcher then classified the opinions and reflections of students and lecturers obtained from the interview and questionnaire responses. The findings suggest the use of a portfolio is indeed appropriate for use in writing and translating subjects. Portfolio-based assessments generate positive washback effect on the learning process.
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Haliq, Abdul, and Sakaria Sakaria. "Authentic Assessment: Portfolio-Based Assessment in Literacy Learning in Indonesian Schools." Tamaddun 18, no. 2 (December 31, 2019): 53–61. http://dx.doi.org/10.33096/tamaddun.v18i2.67.
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Comprehensive evaluation and emphasis on the student activity process as well as providing broad wiggle room for students is needed in learning assessment. Literacy assessment with such a model is necessary to improve students' literacy skills. One assessment model that puts pressure on student activity and provides ample space for everyone to respond to an assignment in its own way is the assessment of portfolio. This paper aims to explore portfolio assessments as part of an authentic assessment for use in literacy assessments. This research uses literart research study method to provide an overview of the use of portfolios in literacy assessments in Indonesian schools. Portfolio assessment on students’ literacy skills is carried out through Indonesian language learning, especially on the efficacy of writing. The portfolio assessment adopted uses models offered by Hamp-Lyons and Condon (2000) consisting of collection, selection, and reflection. Assessments are carried out by combining formative and summative assessments. To balance the summative aspects of portfolio assessment, several formative strategies can be adopted (Lee & Lam, 2009), including (1) ongoing teacher feedback, (2) conferences, and (3) peer reviews.
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Cui, Han, Yu Ping Tong, and Yue Ming Hou. "The Application of E-Portfolios in Designing Alternative Assessment System for Foreign Language Education." Advanced Materials Research 591-593 (November 2012): 2341–44. http://dx.doi.org/10.4028/www.scientific.net/amr.591-593.2341.
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Effective foreign language education assessment is an issue worthy of exploring. Hence, the purpose of this paper is to facilitate quality language education via the application of e-portfolios as an alternative language assessment tool. After the reserch on e-portfolios and portforlio assessment, several strategies for designing e-portfolio language assessment system are put forward, with the expectation that language learners will become life-long, innovative language users.
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Wang, Lijuan, and Chunyan He. "Review of Research on Portfolios in ESL/EFL Context." English Language Teaching 13, no. 12 (November 26, 2020): 76. http://dx.doi.org/10.5539/elt.v13n12p76.
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The portfolio is considered a useful tool both for instruction and assessment. Properly designed and implemented, it provides authentic language material for assessment, increases learners’ involvement in learning process and promotes self-reflection. This article mainly reviews the empirical research on portfolios in ESL/EFL context and offers suggestions for future research. The article starts by providing a brief introduction to portfolio and the framework for systematically designing and implementing portfolio assessment in the classroom. Then it reviews the empirical studies of portfolios in ESL/EFL context from three perspectives, i.e. portfolio assessment on writing, portfolios as a means to promote autonomy and e-portfolios. The article concludes by emphasizing the benefits of portfolios in language learning, indicating challenges in carrying out portfolio assessment, and providing suggestions for future research.
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Ngui, Wirawati, Vincent Pang, and Wendy Hiew. "E-portfolio as an academic writing assessment tool in higher education: Strengths and challenges." Indonesian Journal of Applied Linguistics 12, no. 2 (September 30, 2022): 556–68. http://dx.doi.org/10.17509/ijal.v12i2.40122.
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This study investigated the use of an e-Portfolio for assessment at a Malaysian public university. Prior to the advent of the Internet, paper portfolios are ubiquitous forms of projects and assessments. However, they have limitations in terms of portability, shareability, and delayed two-way communication between instructors and students about progress. In lieu of paper portfolio, the e-Portfolio was introduced in an advanced English language course at a public university in Malaysia. The novelty of the e-Portfolio’s implementation renders it necessary to seek the insights of those who are directly involved in its use. Therefore, this study aims to explore the perceptions of the instructors and students regarding their use of the e-Portfolio throughout the course. This is a qualitative study whereby the main data collection method involved interviews. The data were imported to NVivo 12, and thematic analysis was used as the primary method of data analysis. A total of three instructors and 18 students participated in this study. The findings reveal that the instructors and students perceived the contribution of the e-Portfolio in the aspects of writing stages, digital artefacts, accessibility, personalised writing experience, feedback and communication, and motivation. The results demonstrate that mutually perceived challenges by the instructors and students were poor Internet connectivity and difficulty adapting to the e-Portfolio. The study highlights the benefits and shortcomings of using the e-Portfolio as an assessment tool for academic writing. This will guide practitioners and researchers to better implement the e-Portfolio in higher education institutions.
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Sarwandi, Basuki Wibawa, and Redisa Wibawa. "Usage of e-portfolio as an assessment tool in physics learning." Journal of Physics: Conference Series 2165, no. 1 (January 1, 2022): 012043. http://dx.doi.org/10.1088/1742-6596/2165/1/012043.
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Abstract An e-portfolio is a digital data collection of trainees that can advance learning by providing a way to organize, archive, and display individual or group work. The purpose of writing this article is to explain the use of e-portfolios as an assessment tool in training activities. E-portfolio as an assessment tool is more effective than standardized assessment tests which are many and complex because they facilitate the learning process and assessment. The method used is a literature study. As a result, the e-portfolio assessment using the LMS device was used as a learning medium, especially to store all of the participants’ learning activities during the training. E-portfolio assessment can support the learning process well, because it can assess the data collection of the work of trainees during the training process, both cognitive, affective and psychomotor assessments.
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Moss, Pamela A., LeeAnn M. Sutherland, Laura Haniford, Renee Miller, David Johnson, Pamela K. Geist, Stephen M. Koziol, Jon R. Star, and Raymond L. Pecheone. "Interrogating the Generalizability of Portfolio Assessments of Beginning Teachers: A Qualitative Study." education policy analysis archives 12 (July 20, 2004): 32. http://dx.doi.org/10.14507/epaa.v12n32.2004.
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This qualitative study is intended to illuminate factors that affect the generalizability of portfolio assessments of beginning teachers. By generalizability, we refer here to the extent to which the portfolio assessment supports generalizations from the particular evidence reflected in the portfolio to the conception of competent teaching reflected in the standards on which the assessment is based. Or, more practically, “The key question is, ‘How likely is it that this finding would be reversed or substantially altered if a second, independent assessment of the same kind were made?’” (Cronbach, Linn, Brennan, and Haertel, 1997, p. 1). In addressing this question, we draw on two kinds of evidence that are rarely available: comparisons of two different portfolios completed by the same teacher in the same year and comparisons between a portfolio and a multi-day case study (observation and interview completed shortly after portfolio submission) intended to parallel the evidence called for in the portfolio assessment. Our formative goal is to illuminate issues that assessment developers and users can take into account in designing assessment systems and appropriately limiting score interpretations.
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Rattiya, Mebusaya P., Nakazawa Minoru, Panichying Theppharat, and Bunjongparu Nanthon. "Creating Electronic Portfolio Rubrics for General Education Course Assessments in Thailand." International Journal of Information and Education Technology 12, no. 4 (2022): 318–25. http://dx.doi.org/10.18178/ijiet.2022.12.4.1621.
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While researchers have introduced and integrated electronic portfolios (e-portfolios) into general education classrooms at Srinakharinwirot University, Thailand, some aspects of workloads and assessments remain unclear to both instructors and students. When evaluating academic performance using e-portfolios, instructors must grade students based on learning outcomes according to the learning objectives and students’ goals. The use of such assessments requires a shift toward realistic and consistent evidence, practice, and reflection. Successfully assessing outcomes and learning processes entails instructors and learners being able to identify and understand all evaluated aspects. Thus far, instructors and learners have practiced and agreed upon two types of e-portfolio rubrics for general education course assessments: an analytic five core skills learning process rubric and an annotated e-portfolio assessment rubric. This study employs indices of item-objective congruence (IOC), item discrimination power, Cronbach’s alpha reliability coefficients, and correlations as analytical tools to determine the efficiency, confidence, and relationship of each item in an annotated e-portfolio assessment rubric.
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Afriadi, Bambang. "PORTFOLIO ASSESSMENT TRENDS ON FUTURE LEARNING." Jurnal Evaluasi Pendidikan 12, no. 2 (October 14, 2021): 78–85. http://dx.doi.org/10.21009/jep.v12i2.25741.
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This text discusses in-depth study and tests the assessment of the adaptive portfolio. Assessments will consistently diagnose problems and how educators perform solutions from less than optimal learning. The matching method is done by matching and comparing the characteristics of several similar studies with criteria so that one particular conclusion is obtained. Furthermore, a systematic review is used, a Narrative systematic review, to review relevant studies. This text is about anticipating a new version of the assessment program into the current learning reform efforts. Portfolio development is more challenging than they expected. Portfolios can gather the information that can be used to evaluate student achievement in the classroom
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Williams, Jo, and Colleen Colles. "Assessment of Student Learning Outcomes: The Role of the Internship Portfolio in Sport Management Assessment." Sport Management Education Journal 3, no. 1 (October 2009): 47–65. http://dx.doi.org/10.1123/smej.3.1.47.
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Increased accountability has led institutions of higher education to search for assessment tools that provide documentation on the achievement of specific learning outcomes. Portfolio assessment has become commonplace among many disciplines but limited work has been presented within sport management. The purpose of this research is to present an adaptable portfolio assessment framework that will allow faculty to assess student learning outcomes using the internship portfolio. Student achievement is assessed in relation to the development of broad-based skills and the application of curriculum content standards. Over 500 entries from 35 portfolios were analyzed via scoring rubrics. Data collected indicated that with appropriate support, the portfolio framework could be used to assess individual student achievement within the desired areas. A positive relationship between portfolio scores and major GPA was found; however, no significant differences in portfolio scores were identified based on job descriptions.
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Yoo, Dong Mi, A. Ra Cho, and Sun Kim. "Development and validation of a portfolio assessment system for medical schools in Korea." Journal of Educational Evaluation for Health Professions 17 (December 9, 2020): 39. http://dx.doi.org/10.3352/jeehp.2020.17.39.
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Purpose: Consistent evaluation procedures based on objective and rational standards are essential for the sustainability of portfolio-based education, which has been widely introduced in medical education. We aimed to develop and implement a portfolio assessment system, and then to assess its validity and reliabilityMethods: We developed a portfolio assessment system from March 2019 to August 2019 and confirmed its content validity through expert assessment with an expert group comprising 2 medical education specialists, 2 professors involved with education at the College of Medicine, and a professor of basic medical science. Six trained assessors conducted 2 rounds of evaluation of 7 randomly selected portfolios for the “Self-Development and Portfolio II” course from January 2020 to July 2020. These data are used inter-rater reliability was evaluated using intra-class correlation coefficients (ICCs) in September 2020.Results: A portfolio assessment system is based on the following process; assessor selection, training, analytical/comprehensive evaluation, and consensus. Appropriately trained assessors evaluated portfolios based on specific assessment criteria and a rubric for assigning points. In the analysis of inter-rater reliability, the 1st round of evaluation grades submitted, all assessment areas except ‘’goal-setting” showed a high ICC of 0.81 or higher. After the 1st round of assessment, we attempted to standardize objective assessment procedures. As a result, all components of the assessments showed close correlations, with ICCs of 0.81 or higher.Conclusion: We confirmed that if an assessor with appropriate training conducts a portfolio assessment based on specified standards through a systematic procedure, the results are reliable.
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Keune, Anna, Kylie Peppler, and Maggie Dahn. "Connected portfolios: open assessment practices for maker communities." Information and Learning Sciences 123, no. 7/8 (June 30, 2022): 462–81. http://dx.doi.org/10.1108/ils-03-2022-0029.
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Purpose In contrast to traditional portfolio practices that focus on the individual, this paper aims to reenvision portfolio practices to encompass sociocultural aspects of learning by considering how young makers, both in- and out-of-school, imbue digital cultural practices into the documenting and showcasing of their work, as well as observe the extent to which their portfolios are used to build community inside and outside their local settings. Design/methodology/approach Drawing from a connected learning approach, the authors engaged in qualitative and ethnographic study of youth’s digital maker portfolios in an out-of-school and a school-based makerspace. Through qualitative and thematic coding of portfolio walkthroughs, the authors identified four underlying characteristics within portfolio artifacts (i.e. personal and shared projects) and capturing practices (i.e. personal and shared capturing practices) that differently presented projects. Findings The analysis showed that portfolios that included shared productions and shared portfolios (i.e. projects and portfolios contributed to by more than one youth) and that were shared in open-ended ways across communities valued connected learning principles. These connected portfolios made community building within and beyond maker-educational communities of the young makers possible. In particular, openly shared and collaboratively captured work showed individual achievements (e.g. projects and techniques) and made visible connective and social engagement (e.g. opportunities for feedback and refinement, possibilities to narrate work to multiple audiences). Originality/value This paper has implications for the design of portfolio assessment in makerspaces and expands the role of portfolios as a way to capture individual and cognitive achievements alone toward connected community-building opportunities for youth as well as maker-centered settings within and beyond the youth’s local maker-centered settings.
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Canga Alonso, Andrés. "Students' Beliefs on Portfolio Assessment." Revista Alicantina de Estudios Ingleses, no. 26 (November 15, 2013): 225. http://dx.doi.org/10.14198/raei.2013.26.16.
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The development of the European Space for Higher Education (ESHE) not only encourages students’ active involvement in their learning process, but also promotes formative assessment. Therefore, the aim of this research is to analyse students´ beliefs on portfolio assessment in the subject Spanish-English/English-Spanish Translation of the degree in English Studies at a university in Spain. A questionnaire was administered at the end of the semester to check learners’ views on the implementation of an evaluation system based on portfolios. The results indicate that most of the students involved in the study recognise that using portfolios as assessment tools foster their learning since these learning tools favour reflection on one’s own learning as well as revision for the final exam. Contrariwise, learners think that portfolio assembling is time consuming and implies hard work. However, they also feel it is rewarding since they get a better grade at the end of the semester.
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Schutz, Aaron, and Pamela A. Moss. "Reasonable Decisions in Portfolio Assessment: Evaluating Complex Evidence of Teaching." education policy analysis archives 12 (July 20, 2004): 33. http://dx.doi.org/10.14507/epaa.v12n33.2004.
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A central dilemma of portfolio assessment is that as the richness of the data available to readers increases, so do the challenges involved in ensuring acceptable reliability among readers. Drawing on empirical and theoretical work in discourse analysis, ethnomethodology, and other fields, we argue that this dilemma results, in part, from the fact that readers cannot avoid forming the data of a portfolio into a pattern—a coherent "story" or "stories"—in order to evaluate it. Our article presents case studies of readers independently evaluating the same portfolios. We show that even readers who hold a shared vision of effective teaching and who cite much the same evidence can, nonetheless, develop significantly different "stories." Our analysis illustrates that some portfolios are more ambiguous than others and are thus more likely to result in such divergent readings. We argue that more fine grained understandings of portfolio ambiguities and disagreements between readers over "stories" can help us respond to the challenges posed by the rich data of portfolio assessments.
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Kerchner, Jody L. "Portfolio Assessment." Journal of Music Teacher Education 6, no. 2 (January 1997): 19–22. http://dx.doi.org/10.1177/105708379700600207.
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Jehue, Denise, and Natasha Tessier. "Portfolio Assessment." Strategies 14, no. 1 (September 2000): 9–12. http://dx.doi.org/10.1080/08924562.2000.10591463.
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Ponnamperuma, GG. "Portfolio assessment." Journal of the Postgraduate Institute of Medicine 1 (August 29, 2014): 4. http://dx.doi.org/10.4038/jpgim.7329.
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Davis, Margery H., and Gominda G. Ponnamperuma. "Portfolio Assessment." Journal of Veterinary Medical Education 32, no. 3 (September 2005): 279–84. http://dx.doi.org/10.3138/jvme.32.3.279.
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Mills, Chloe. "The librarianship portfolio." New Library World 116, no. 9/10 (October 12, 2015): 527–39. http://dx.doi.org/10.1108/nlw-04-2015-0026.
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Purpose – This paper aims to describe the development of a Librarianship Portfolio for the purposes of permanent status evaluation and rank promotion at a small private university with a unionized faculty. Design/methodology/approach – The Librarianship Portfolio was conceived and based on teaching portfolios and evaluative documents at other colleges and universities and is also a direct result of collective bargaining negotiations. Findings – Interest in outcomes assessment and evaluation is increasing in the educational institutions where academic librarians work. One assessment strategy that has been developed for teaching faculty is the professional teaching portfolio. Librarians have not widely adopted this type of documentation for the purposes of tenure evaluation or work performance assessment. Practical implications – Portfolios such as this one can serve as a basis for collecting documentation and highlighting excellence in job performance at other academic libraries, whether or not librarians are faculty or belong to a union. Originality/value – The Librarianship Portfolio as described here is a unique creation in job performance evaluation.
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Donato, Anthony A., and Ilene Harris. "Use of Portfolios for Assessment of Resident Teaching Skills." Journal of Graduate Medical Education 5, no. 3 (September 1, 2013): 476–80. http://dx.doi.org/10.4300/jgme-d-12-00309.1.
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Abstract Background Portfolios are effective instruments for assessment of teaching skills among professional teachers and have recently been adapted in medical education. However, scoring rubrics are needed to effectively guide assessors. Intervention Portfolio assessors reviewed and made assessment comments about the resident-as-teacher sections of 11 internal medicine residents' electronic portfolios and discussed their assessments in an assessor group discussion. We performed qualitative analyses of written and oral comments. Major themes were identified, and member checking and triangulation with the literature was performed to evaluate the trustworthiness of the qualitative analysis. Results Three faculty educators reviewed and commented on 241 uploaded e-portfolio documents accompanying reflections. Three major themes were identified: Application of Teaching Skills, Presentation Skills, and Insights as a Teacher. Themes and subthemes matched closely to several components of the conceptual framework of effective presentations formulated in Glassick standards for scholarly work, as well as themes found in assessments of professional teachers' portfolios. Conclusions Assessments of portfolios by experienced faculty educators appear to be useful for identifying many important facets of formal teaching presentations and may be useful for creation of a scoring rubric.
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Chandavar, Vanita, Komal Gadade, and Sagar Patil. "Risk-return Analysis and Portfolio Construction of S&P BSE-30 Listed Companies." MUDRA: Journal of Finance and Accounting 9, no. 2 (2022): 39–59. http://dx.doi.org/10.17492/jpi.mudra.v9i2.922203.
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Portfolio construction is the process of choosing securities with the lowest possible risk in order to get the highest returns. A risk and return analysis are the trade-off between aids in portfolio creation. The study aims to formulate portfolio based on assessment of volatility. Exploratory research is being undertaken. For the analysis, S&P BSE listed 30 companies are considered. The data during 2017-2022 is collected from secondary sources. Using the Beta, a volatility measure, all 30 companies are divided into three portfolios. Hypothesis was tested. And Sharpe’s, Treynor’s and Jensen’s Performance Measure were calculated and Portfolio’s were ranked. It is reported that, P3 has outperformed during the years. It is concluded that when volatility < 0.5, there is no significant impact of volatility on portfolio performance whereas the portfolio with volatility more than one has reported significant impact of volatility on its performance.
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Lambdin, Diana V., and Vicki L. Walker. "Planning for Classroom Portfolio Assessment." Arithmetic Teacher 41, no. 6 (February 1994): 318–24. http://dx.doi.org/10.5951/at.41.6.0318.
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Three years ago, the mathematics teachers from grades 4-12 in our school met for two weeks during the summer for an in-service program related to assessment and decided to begin using portfolios with our students in the fall. I was enthusiastic, although I had no idea at that time how drastically my approach to assessment—and to teaching in general—would change a a result of the portfolio decision.
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van Onna, Marloes, Sofia Ramiro, Catherine Haines, Mette Holland-Fischer, Jose Antonio Pereira da Silva, Jean Dudler, Chris Edwards, et al. "EULAR portfolio for Rheumatology training: a EULAR School of Rheumatology initiative." RMD Open 7, no. 2 (June 2021): e001684. http://dx.doi.org/10.1136/rmdopen-2021-001684.
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ObjectiveAbout half of the rheumatology trainees do not use a portfolio. This project was established to reach consensus about the content of a EULAR portfolio for Rheumatology training and subsequently develop portfolio assessment forms.MethodsAfter establishing a portfolio working group (WG), including nine rheumatologists and one educationalist, a systematic literature review (SLR) on the content and structure of portfolios for postgraduate learning was conducted (November 2018). This was followed by a survey among WG members and members of the EMerging EUlar NETwork, inquiring about the content and structure of existing national portfolios. The portfolio WG selected the key components of the portfolio, taking previous experience and feasibility into account. Assessment forms (eg, case-based discussion) were developed and pilot-tested.Results13/2034 articles were included in the SLR (12 high/1 moderate risk of bias). Information on procedural skills, personal reflections, learning goals and multisource feedback was most often included a portfolio. Twenty-five respondents completed the survey (response≈50%). Feedback from assessors, reflective writing and formulation of learning goals were considered important dimensions to be covered in a portfolio. Six key components of the portfolio were established: curriculum vitae, personal development plan, clinical work, professional behaviours, education and research activities. Suggested minimal content for each component was formulated. Four assessment forms were successfully pilot-tested by 11 rheumatologists and their trainees.ConclusionA EULAR portfolio for Rheumatology training and assessment forms were developed. Portfolio implementation, particularly in countries without an existing portfolio, may promote a higher standard of rheumatology training across Europe.
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Syzdykova, Zhibek, Kalybek Koblandin, Natalia Mikhaylova, and Olga Akinina. "Assessment of E-Portfolio in Higher Education." International Journal of Emerging Technologies in Learning (iJET) 16, no. 02 (January 26, 2021): 120. http://dx.doi.org/10.3991/ijet.v16i02.18819.
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The e-portfolio development and introduction are based on the fact that the reflective practice of its creation allows students to document and track learning, develop a coherent picture of experience, and improve self-understanding. The study took place at Lomonosov Moscow State University (Russia); an assessment tool to design and develop electronic portfolios in the higher education system has been developed and tested in the study. A survey focused on the value of an electronic portfolio, which was positively assessed by the respondents, was conducted. The students participating in the study developed e-portfolios that described their reflections on the learning process and backed the arguments made with proof. The assessment showed that 60% of students should improve their cooperation skills while skills related to conceptualization and implementation, critical thinking and decision-making, assessment and modification, meta-cognition and progress should be developed in 44%, 33%, 52%, and 64% of students, respectively. The research results confirm that e-portfolios provide an appropriate platform for integrative learning that allows students to visualize the relationship between various concepts learned throughout the course and beyond.
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Rickards, William H., Mary E. Diez, Linda Ehley, Lauralee F. Guilbault, Georgine Loacker, Judith Reisetter Hart, and Paul C. Smith. "Learning, Reflection, and Electronic Portfolios: Stepping Toward an Assessment Practice." Journal of General Education 57, no. 1 (January 1, 2008): 31–50. http://dx.doi.org/10.2307/27798089.
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Abstract Electronic portfolios have developed as a medium for learning that makes use of the learners' own reflections on connections among portfolio artifacts. This study used a portfolio-based, mid-program reflection of undergraduate students to elaborate a framework for reflective learning and raise questions about related assessment practices.
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Potrykus, Marcin. "ASSESSMENT OF GOLD AND/OR CRUDE OIL AS INVESTMENTS FOR PORTFOLIO DIVERSIFICATION. A WARSAW STOCK EXCHANGE CASE STUDY." Acta Scientiarum Polonorum. Oeconomia 18, no. 4 (December 30, 2019): 77–84. http://dx.doi.org/10.22630/aspe.2019.18.4.47.
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The purpose of the study is to assess whether the inclusion of investments in gold and/or crude oil improves an investment portfolio consisting of shares of enterprises included in the WIG20 index (traditional investments). All possible combinations of investment portfolios with minimal risk and maximum efficiency were tested. The portfolios were determined based on Markowitz’s portfolio theory. All results were compared with a naive strategy. In total, nearly 55,000 investment portfolios consisting of three, four or five investments were constructed. The study showed that the application of portfolio theory contributes to obtaining better results than a naive strategy. The minimum risk portfolios that included gold and crude oil showed a risk reduction of 0.39 p.p. on average and a maximum cumulative loss of 7.85 p.p. on average. Portfolios with maximum efficiency achieved an average increase in the rate of return of the investment portfolio of 0.024 p.p. and an average increase in efficiency of 0.0256.
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Natin, Bning Puspita, Siti Sundari, and Made Adi Andayani T. "The Implementation of Portfolio Assessment in the English Class at Junior High School." EFL Education Journal 8, no. 3 (November 30, 2021): 126. http://dx.doi.org/10.19184/eej.v8i3.22904.
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This research was conducted by using the qualitative case study design to report the implementation of portfolio assessment by the English teacher of public junior high school in the Regency of Banyuwangi., especially the detailed procedures as well as the students’ portfolio. The participant of this research was the seventh-grade English teacher. The English teacher was selected as the research participant because the English teacher has implemented the portfolio assessment since the academic year of 2017/2018. The English teacher used the strategy which was based on the students’ conditions and their needs. The researcher interviewed the English teacher three times and documented the students’ portfolios. Then, the researcher applied the model of Creswell (2013) to analyze the data collected. The result of this research revealed that the English teacher implemented the portfolio assessment which was adapted the portfolio assessment proposed by Zainul (2001) and the students’ needs as well as their conditions.
Keyword: Portfolio Assessment, Students’ needs and condition, Teacher’s Implementation,
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Gianti, Sri, Rochmiyati Rochmiyati, and Nurhanurawati Nurhanurawati. "PORTFOLIO ASSESSMENT OF TPACK APPROACH-BASED MATHEMATICS SUBJECTS IN PRIMARY SCHOOLS." Jurnal Ilmiah Teunuleh 2, no. 2 (June 28, 2021): 359–65. http://dx.doi.org/10.51612/teunuleh.v2i2.55.
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Assessing students' knowledge and success during and after learning and teaching is an ingrained part of education because it offers the most important specifics for teachers. This action research aims to determine the influence of portfolio assessment in TPACK-based mathematics subjects. The two methods used include student portfolio attitude surveys and teacher surveys. It found that most students had a clear understanding of how portfolios were created and recognized that portfolios could help them in learning maths better in many aspects. Likewise, most teachers consider portfolios practical especially in pointing out student problems and monitoring their learning progress.
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Rezgui, Kalthoum, Hédia Mhiri, and Khaled Ghédira. "Towards a common and semantic representation of e-portfolios." Data Technologies and Applications 52, no. 4 (September 4, 2018): 520–38. http://dx.doi.org/10.1108/dta-01-2018-0008.
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Purpose Since the early 1980s, a paradigm shift, caused by the work undertaken in the field of cognitive psychology, has occurred. This shift is known as the move from teacher-centered instruction to learner-centered or learning-centered instruction, and emphasizes the importance of building new knowledge on previous ones, interacting with peers, making meaningful and reflective learning and being engaged in his own path to foster learning. This new vision of teaching has created a need for new learning and assessment instruments that are better adapted to these pedagogical realities. In this context, the electronic portfolio or e-portfolio is one of the most versatile and effective tools that have been proposed for this purpose. More specifically, the interest in e-portfolios has grown considerably with the emergence of the competency-based approach and portfolio-based competency assessments. The purpose of this paper is to describe a semantic-based representation of e-portfolios, defined on the basis of official e-portfolio standards and specifications. Moreover, a comparative study of several well-known e-portfolio solutions has been carried out based on different facets, such as functional features, technical and organizational features. The objective is to identify those features that are mostly supported by e-portfolio solution providers and accordingly to gain a fairly accurate idea of the common structure of e-portfolios. In addition, the authors take advantage of an already implemented ontological model describing competency-related characteristics of learners and learning objects and combine it with the e-portfolio ontology, with a view to support a more reliable and authentic competency assessment. Design/methodology/approach The proposed e-portfolio ontology was built following the ontology development methodology Methontology (Fernandez et al., 1997). In addition, it was constructed using the Protégé ontology environment (Protégé, 2007) and was implemented in OWL (Web Ontology Language) (Antoniou and Harmelen, 2004). Findings The proposed e-portfolio ontology provides humans with a shared vocabulary that enables capturing the most important elements in e-portfolios and serves as the basis for the semantic interoperability for machines. Originality/value The main advantage of the e-portfolio ontology lies in its ability to provide a common and semantically enriched representation of e-portfolio artifacts, thus facilitating the interoperability and exchange of competency evidences between different learning systems and platforms. In addition, capturing the semantics of e-portfolios helps to make them utilizable by intelligent applications.
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Sulistyo, Teguh, Katharina Poptrisia Nona Eltris, Siti Mafulah, Suhartawan Budianto, Saiful Saiful, and Dwi Fita Heriyawati. "Portfolio assessment: Learning outcomes and students’ attitudes." Studies in English Language and Education 7, no. 1 (March 2, 2020): 141–53. http://dx.doi.org/10.24815/siele.v7i1.15169.
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This paper is aimed at (1) investigating whether the implementation of portfolio assessment had an impact on students’ writing ability, and (2) obtaining the students’ attitudes towards portfolios. The method used in this study was quasi-experimental research design, and the data were collected through a set of writing tests (pre-test and post-test) and a questionnaire. The results show that the implementation of portfolio assessment increased the students’ writing ability. It was also found that the students’ knowledge of global issues (content and organization) also increased more significantly than the local issues (grammar, vocabulary, and mechanics). In addition, the results of the questionnaire proved that the secondary level students had positive attitudes towards the implementation of the portfolio assessment. Therefore, it is suggested that the portfolio assessment should be implemented in the teaching-learning process especially in English writing since it could give regular feedback, and help the students in monitoring their writing progress.
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Muho, Anita, and Klodiana Leka. "Students’ Perceptions of Portfolio as a Motivating Factor in Learning English as a Foreign Language." Journal of Educational and Social Research 11, no. 6 (November 5, 2021): 47. http://dx.doi.org/10.36941/jesr-2021-0127.
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The goal of this study is to find out what students think about using a portfolio as a motivator tool in studying English as a foreign language. As they include both students' and teachers' viewpoints on the learning process, portfolios are viewed as potential assessment tools. This study made use of qualitative methods of research. We have used interviews, which was conducted with 70 students, in four high schools in Durres, Albania. Students' perceptions of utilizing portfolios as an assessment tool revealed that portfolios help students be more autonomous, promote critical thinking, and increase motivation. Portfolio is an effective assessment approach since it encourages students to improve in maturity and independence rather of simply exposing their flaws. Portfolio helps them to be critical thinkers and independent consequently motivating them in learning English as a foreign language. This study will assist teachers in using portfolios as an assessment tool to encourage students to learn English as a foreign language.
Received: 5 June 2021 / Accepted: 13 October 2021 / Published: 5 November 2021
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Kelebogile, Patience. "Lecturers’ Views on the Functionality of e-Portfolio as Alternative Assessment in an Open Distance e-Learning." International Journal of Educational Methodology 8, no. 1 (February 15, 2022): 81–90. http://dx.doi.org/10.12973/ijem.8.1.81.
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<p style="text-align: justify;">Technological advances and the Coronavirus disease (COVID-19) pandemic have forced higher education institutions to be innovative in delivering education in their countries. E- assessment using e-portfolio illustrates the importance of assessment practices that promote constructivist perception, allowing students to create their own learning as active participants through innovative learning and assessment activities. The purpose of this paper was to explore lecturer’s understandings on the functionality of e-portfolio as an alternative assessment in an Open Distance e-Learning (ODeL). For this qualitative study, within an interpretative paradigm, interviews were conducted with four lecturers using thematic approach. The findings revealed that e-portfolio is beneficial for assessment in the ODeL as it allows students the opportunity to self-embrace their learning, e-portfolio enhances student-centeredness through authentic assessment practices. However, e-portfolio is not implemented to its potential due to challenges and constraints experienced by lecturers. Based on the findings, it is recommended that training workshops beneficial for lecturers should be conducted at the beginning of the course/module on how to create their e-portfolios. Furthermore, an e-portfolio assessment framework to be facilitated for the successful implementation of e-portfolio assessment strategy. </p>
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McAlpine, Mhairi. "E-Portfolios and Digital Identity: Some Issues for Discussion." E-Learning and Digital Media 2, no. 4 (December 2005): 378–87. http://dx.doi.org/10.2304/elea.2005.2.4.378.
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As awarding bodies modernise their procedures and incorporate elements of e-assessment into their qualifications, e-portfolios are emerging as a popular method of allowing candidates to display their abilities. All major United Kingdom awarding bodies now accept evidence from e-portfolio products for at least some of their qualifications. Although there is a substantial body of emerging literature looking at how e-portfolios can be used and the practical implications of increasing provision, issues of identity and privacy with widespread use of e-portfolio products are rather less well explored. This article highlights the two dominant paradigms of e-portfolios – e-portfolio as assessment and e-portfolio as story – before exploring the concept of identity, particularly in relation to authentication, within an e-portfolio. It also considers the concept of ‘emplotment’ as defined by Ricoeur as a means of making sense of the narrative identity created. The article examines the implications and issues for awarding bodies associated with personal identity, privacy and surveillance which are raised by the widespread use of e-portfolios. It goes on to suggest some areas for further investigation and exploration.
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Robertson, Julie Fisher, Sue Elster, and Gayle Kruse. "Portfolio Outcome Assessment." Nurse Educator 29, no. 2 (March 2004): 52–53. http://dx.doi.org/10.1097/00006223-200403000-00004.
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Costa, Glauce Dias da, Erik Driessen, Luciana Saraiva da Silva, Aline Aparecida de Oliveira Campos, Thiago de Melo Teixeira da Costa, Cíntia Pereira Donateli, and Rosângela Minardi Mitre Cotta. "Collective portfolio: assessment of teaching and learning in health undergraduate courses." Ciência & Saúde Coletiva 23, no. 11 (November 2018): 3779–87. http://dx.doi.org/10.1590/1413-812320182311.27072015.
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Abstract The potential of the reflective collective portfolio as a method of teaching, learning and assessment needs to be emphasized. The objectives is to assess and validate the quality of the collective portfolio as a method of teaching, learning and assessment in the training of health professional. Portfolio quality was analyzed using an inventory of analysis that was adapted and tested for this study. In total, 70 portfolios were analyzed. The Kappa test was used to analyze reproducibility, confirming the level of agreement between the appraisers. Descriptive analysis and the t-test were performed to compare results from the years the portfolios were produced. The constructs (layout and organization, comprehensive, reflective, critical and creative thought) exhibited Cronbach alpha values above 0.7, confirming the high reliability of the tool. The weighted Kappa test revealed an elevated and significant agreement (+90%) between the appraisers. Notably, certain items and constructs exhibited significant differences over the years. All of the constructs were assessed better from 2011 onwards, when the assessment and self-assessment tool was implemented. The success of the portfolio depends on strategies that provide students with greater clarity and forms of developing the method.
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Shirvan, Majid Elahi, and Seyyed Ehsan Golparvar. "The Effect of Portfolio Assessment on General English Learners’ Locus of Control and Achievement." Khazar Journal of Humanities and Social Sciences 19, no. 1 (April 2016): 70–87. http://dx.doi.org/10.5782/2223-2621.2016.19.1.70.
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Portfolio assessment as an alternative to assessing L2 competence is an interesting endeavour in Applied Linguistics. Previous research has shown that portfolio assessment impacts learning as well as certain psychological constructs. One important factor which is related to success in learning a language is Locus of Control (LOC) introduced by Rotter (1954). Previous research has shown that EFL learners’ achievement is partially related to their LOC. However, the effect of types of assessment on General English (GE) students’ LOC has scarcely been examined within General English context. This study aimed to find out the effects of portfolio assessment on the locus of control and the General English achievement of Iranian students. The researchers also analyzed the opinions of such students on portfolio assessment. To do so, 80 students of GE were divided into two groups: a control group and an experimental one. The experimental group’s LOC and GE achievement were assessed through portfolios but those of the control group were assessed traditionally. Moreover, the attitudes of the experimental group students towards portfolios were explored. The independent T-test, Man-Witney U test, and Chi- square along with a semi-structured interview with 10 students of each group were conducted. The findings showed that portfolio assessment significantly improved GE students’ LOC and affected their achievement; however, the findings did not reveal the same results for the students in the traditional group. The results of the interviews also corroborated the quantitative ones. Furthermore, the analysis of students' attitudes towards portfolio assessment showed that the experimental group students had positive attitudes towards this kind of assessment. The findings of the study are discussed within a GE context.
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Alamsyah, Annisa Diah Nur. "INVESTIGATING THE IMPACT OF E-LEARNING ASSESSMENT USING PORTFOLIO ON WRITING ENGAGEMENT: INDONESIAN ISLAMIC EFL HIGH SCHOOL STUDENTS’ PERCEPTION." Journal of English Education Program (JEEP) 9, no. 2 (August 21, 2022): 147. http://dx.doi.org/10.25157/(jeep).v9i2.8554.
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This paper reports an analysis of students’ perception on the impact e-learning assessment using portfolios on writing engagement. This research employed a case study approach. Questionnaires were used as data collection instruments. The participant of this study was students of Islamic High School of grade 10 in Garut and the data collection was obtained from the questionnaire with EFL Students. The results showed that the use of e-learning assessment through portfolio was very influential on students in collecting assignments. The results also show that the student's perception of e-learning assessment through the portfolio is very influential on students ' writing engagement.Keywords: assessment; e-portfolio; EFL students; perception; writing
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Lygo-Baker, Simon, and Stylianos Hatzipanagos. "Enabling Professional Development with E-Portfolios." International Journal of Online Pedagogy and Course Design 2, no. 1 (January 2012): 37–52. http://dx.doi.org/10.4018/ijopcd.2012010103.
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Portfolios have been used for assessment in higher education as an alternative to exams and assignments. E-portfolios offer staff a digital technology that can be both a personalised learning space, owned and controlled by the learner, and a presentation tool which can be used for formal assessment purposes. However, this can result in a tension between process and product, where e-portfolios become electronic repositories of resources that simply tick boxes for career progression. The paper reports on a project that investigated the use of e-portfolios by teaching practitioners developing a critical portfolio of evidence for an award-bearing academic development programme. An e-portfolio had been adopted to address criticisms that conventional assessment fails to take account of the context in which teaching practitioners operate. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. In addition, it aimed to foster a reflective approach, promote critical thinking focused on learning and teaching and enhance continuing professional development.
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SAGHIR, AHSEN, and SYED MUHAMMAD ALI TIRMIZI. "An Empirical Assessment of Alternative Methods of Variance-Covariance Matrix." International Review of Management and Business Research 9, no. 4 (December 7, 2020): 390–401. http://dx.doi.org/10.30543/9-4(2020)-33.
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The current study aims at the estimation of a group of variance-covariance methods using the data set of the non-financial sector of the Pakistan stock exchange. The study compares nine covariance estimators using two assessment criteria of root mean square error and standard deviation of minimum variance portfolios to gauge on accuracy and effectiveness of estimators. The findings of the study based on RMSE and risk behaviour of MVPs suggest that portfolio managers receive no additional benefit for using more sophisticated measures against equally weighted variance-covariance estimators in the construction of portfolios. Keywords: Variance-Covariance Estimators, Portfolio Construction, Mean-Variance Optimization.
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Kuntarto, Eko, and Rahani Gustina. "Pelaksanaan Penilaian Portofolio Di Sekolah Dasar." Jurnal Gentala Pendidikan Dasar 4, no. 2 (December 27, 2019): 190–200. http://dx.doi.org/10.22437/gentala.v4i2.8437.
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This portfolio assessment has been widely applied in primary schools in Indonesia. In practice portfolio assessment has been widely used for the teacher certification process. This study aims to describe the implementation of portfolio assessment and describe the results of the implementation of portfolio assessment in elementary schools. The approach in this study uses a qualitative approach. While the type of research used in this study is the basic theory. This research was carried out at Muara Bulian 80 / I Elementary School, Batang Hari Regency, Jambi Province. Data collection techniques used are non-participant observation, interviews, and documentation. Researchers use the Miles and Hubermen model to analyze existing data. The model is to carry out the stages that begin with collecting data, reducing, displaying data, and verifying or drawing final conclusions. This research was conducted in the even semester of the Academic Year 2017/2018. From the results of the study concluded that portfolio assessment which includes content, assessment criteria and forms of presentation of student portfolios developed by teachers include, daily tests, book reading reports, self-assessment sheets, inter-theme assessment sheets, and for class 1 also included books homework, practice books, dictation assignments and coloring
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Magdalena, Ina, Savina Nurrahmadanti Ramdhan, and Vivi Luftiyah. "Analisis Penilaian Berbasis Fortofolio pada Pembelajaran Tematik Kelas 3 di Sekolah Dasar Negeri Batujaya Kecamatan Batu Ceper." ARZUSIN 1, no. 1 (December 30, 2021): 97–113. http://dx.doi.org/10.58578/arzusin.v1i1.111.
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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.
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Alam, Md Jahangir, and Tahmina Aktar. "Assessment Challenges & Impact of Formative Portfolio Assessment (FPA) on EFL Learners’ Writing Performance: A Case Study on the Preparatory English Language Course." English Language Teaching 12, no. 7 (June 22, 2019): 161. http://dx.doi.org/10.5539/elt.v12n7p161.
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Present study aimed to explore the impact of formative portfolio assessment on Saudi EFL learners’ overall writing performance. The study reviewed literature of prevailing assessment challenges including the formative role of portfolio assessments to develop an understanding of the nature of assessments and various issues related to assessment practices. The current research applied formative portfolio assessment (FPA) technique as an intervention material in the ongoing preparatory Intensive English Language course and utilized semi-structured interviews to elicit qualitative data from students. The findings of the study suggest: formative portfolio assessment inspires autonomous learning among students by empowering them taking more control of the learning and assessment process.
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Maulani, Giandari, Untung Rahardja, and Lalita Tri Adila. "VIDEO SEBAGAI E-PORTFOLIO MAHASISWAUNTUK MENINGKATKAN KETERAMPILAN MAHASISWA." CCIT Journal 9, no. 2 (January 14, 2016): 225–39. http://dx.doi.org/10.33050/ccit.v9i2.501.
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The development of science and technology information in the era of globalization so advanced. This phenomenon results in a change in all aspects of life, including one of them is the educational aspect. The use of technology in education is done in order to improve the efficiency and effectiveness of the learning process. However, the growing use of technology is not widely used lecturers to change the way student assessment. Student assessment is focussed on learning outcomes not only of the process of change as a result of the student's ability to learn. the use of portfolios also require adequate storage space and requires no small cost. Therefore we need a valuation technique that directs faculty to assess student skills or psychomotor aspects. By using the technique of portfolio assessment with the use of the video as a result be able to answer all the problems that exist. This journal will discuss how assessment techniques, portfolio assessment, the transition of the portfolio into an e-portfolio, the use of video as a medium of e--portfolio also discusses the problems encountered in the portfolio assessment. Besides, there are advantages and disadvantages of the use of video as a medium of e--portfolio. In the implementation of this journal featuring two case studies of e--portfolio with student video uploaded on YouTube and shown in the playlist in Magics Channel owned Perguruan Tinggi Raharja
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Robichaux, Rebecca R., and A. J. Guarino. "Enhancing Preservice Teachers’ Professionalism through Daily Teaching Reflections." Education Research International 2012 (2012): 1–3. http://dx.doi.org/10.1155/2012/452687.
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This study assessed the hypothesis that preservice teachers who were required to assemble a portfolio assessment would report greater scores on professionalism as measured by The Student Teaching Reflection Survey (STRS) (Robichaux, 2001) than preservice teachers who were not required to assemble a portfolio assessment. Results from a sample of 510 preservice teachers (232 nonportfolios and 278 portfolios) supported the hypothesis. Assembling a professional portfolio appears to develop more reflective practitioners, which in turn leads to the development of a more effective educator capable of handling the complexities of the teaching profession.
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Villalonga, Rosa, Ramón Pujol, Víctor Moreno, Jordi Carratalà, Francesc Borrell, and Francesc Gudiol. "The Electronic Portfolio as a Teaching Complement for Technical Skills in Health Sciences." Journal of Cases on Information Technology 16, no. 4 (October 2014): 24–37. http://dx.doi.org/10.4018/jcit.2014100103.
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The portfolio has gathered pace in recent years, being a useful tool for teaching and assessment. The main goal is to improve learning through student reflection and continuous feedback of evaluations. The implantation of information technology has facilitated the introduction of the electronic portfolio (e-portfolio). Based on previous experience with portfolios, it was decided to implement it in some subjects within Medicine and Dentistry in the Department. The objectives of the study (2009-2013) have been assessing the response to its introduction, assess student satisfaction and determine the extra load imposed on the teaching process. The topic has focused on clinical skills of students, using the e-portfolio Mahara®, installed on the Virtual Campus of Barcelona University. There have been 1241 e-portfolios and 1611 email exchanges between teachers and students. All assessment is carried out on-line (average response time 48 hours, 40 minutes /portfolio). Satisfaction surveys show a high level of acceptance by the students. This allows one to conclude that the e-portfolio has proven to be a good teaching tool, presenting a high degree of compliance and satisfaction among students, encouraging student-teacher relationships.
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Suwaed, Hameda. "EFL Students’ Perception of Using Portfolio Assessment in the Writing Classroom: the Case of Libyan Undergraduate Second Year Students." Journal of Studies in Education 8, no. 2 (May 30, 2018): 144. http://dx.doi.org/10.5296/jse.v8i2.13152.
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The aim of this study is to investigate EFL second year students’ perception towards using portfolio assessment in their writing courses. It has also intended to find out exam preference of the participants. The participants of the study are 38Libyan EFL students enrolled in second year in the Department of English. Data was collected by using a questionnaire, students’ portfolios and semi-structured interviews with the 8 participants. The results indicate that the participants generally prefer to be evaluated by the portfolio assessment. Most of them believed that portfolio assessment improved their writing and enhanced their motivation. However, some participants prefer traditional paper and pen tests.
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Haggag, Haggag Mohamed. "Assessing Core Didactic Competencies of Pre-service English Language Teachers During Practicum: A European Perspective." European Scientific Journal, ESJ 14, no. 17 (June 30, 2018): 12. http://dx.doi.org/10.19044/esj.2018.v14n17p12.
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This research discusses implementing a European document (European Portfolio of Student Teachers of Language EPOSTL) as a selfassessment tool. The research design experiments the European portfolio for pre-service language teachers (EPOSTL), which has been translated by the researcher and published by the Council of Europe. The portfolio is used with the aim of assessing the key teaching competencies of pre-service English language teachers during the teaching practice or the practicum. The paper examines key 5 descriptors of didactic competencies in the EPOSTL which are (Lesson planning- Conducting a lesson- classroom management- Independent learning- Assessment of learning). It highlights implementing the portfolios as means of assessing the competencies of language teachers in pre-service context. Instruments of the research include EPOSTL, teaching competence scale and portfolio assessment rubric. Results of implementing the portfolio on a sample of (N. 30) students at Hurghada Faculty of Education during their practicum (3 groups in 3 official language schools) are reported. The results indicate that using EPOSTL as a self-assessment tool has positive impacts on developing the five areas of the portfolio as measured by the Teaching Competencies Scale (TCS) designed by the researcher. The scale includes the main areas of the EPOSTL to be examined by the students while the fifth area "classroom management" was included as in the EPOSTL with "conducting a lesson" area. The recommendations include: implementing the electronic portfolios as self-assessment tools, the need for assessing didactic competencies using authentic assessment tools and designing valid and reliable tools of assessing the whole teaching practice or “practicum” of pre-service English language teachers.
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Salim Al-Naibi, Is’haq, Nasser Rashid Al-Hatali, and Marwa Aziz Al-Hadhrami. "EFL Teachers and Students Raising Their Eyebrows Over Portfolio Assessment in Language Classrooms." English Language Teaching 12, no. 10 (September 28, 2019): 118. http://dx.doi.org/10.5539/elt.v12n10p118.
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The present paper reports on EFL teachers’ and students’ attitudes, challenges, and suggestions regarding portfolio assessment in language classes at a higher academic institution in Oman. The sample of the study includes six teachers and 108 students. Data was collected through two questionnaires. Analysis of the results reveals that teachers have low attitude levels, compared to students who have moderate attitude levels, towards using portfolios as an assessment tool for students’ learning. Also, both teachers and students met various challenges in using portfolios and suggested different changes to the practice. These findings have several implications for language teachers, as well as language institutions, who should consider including all language skills in assessment portfolios. There should be periodic reviews of portfolio completion by the teacher and students. In addition, the findings of this paper suggest considerations for using e-portfolios.
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Baharom, Nurbaizura, Mohd Sallehhudin Abd Aziz, and Kemboja Ismail. "Portfolio Based Assessment in a Culturally Diverse ESL Classroom: Understanding Learners’ Autonomous Learning Practices." World Journal of English Language 12, no. 2 (March 17, 2022): 294. http://dx.doi.org/10.5430/wjel.v12n2p294.
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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.
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Yoo, Dong Mi, A. Ra Cho, and Sun Kim. "Evaluation of a portfolio-based course on self-development for pre-medical students in Korea." Journal of Educational Evaluation for Health Professions 16 (December 11, 2019): 38. http://dx.doi.org/10.3352/jeehp.2019.16.38.
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Purpose: We have developed and operated a portfolio-based course aimed at strengthening pre-medical students’ capabilities for self-management and self-improvement. In order to determine the effectiveness of the course and to establish future operational strategies, we evaluated the course and the students’ learning experience.Methods: The subjects of this study were 97 students of a pre-medical course “Self-improvement and portfolio I” in 2019. Their learning experience was evaluated through the professor’s assessment of portfolios they had submitted, and the program was evaluated based on the responses of 68 students who completed a survey. The survey questionnaire included 32 items. Descriptive statistics were reported for quantitative data, including the mean and standard deviation. Opinions collected from the open-ended question were grouped into categories.Results: The evaluation of students’ portfolios showed that only 6.2% of the students’ portfolios were well-organized, with specific goals, strategies, processes, and self-reflections, while most lacked the basic components of a portfolio (46.4%) or contained insufficient content (47.4%). Students’ responses to the survey showed that regular portfolio personality assessments (72.1%), team (64.7%), and individual (60.3%) activities were felt to be more appropriate as educational methods for this course, rather than lectures. Turning to the portfolio creation experience, the forms and components of the portfolios (68.2%) and the materials provided (62.2%) were felt to be appropriate. However, students felt that individual autonomy needed to be reflected more (66.7%) and that this course interfered with other studies (42.5%).Conclusion: The findings of this study suggest that standardized samples, guidelines, and sufficient time for autonomous portfolio creation should be provided. In addition, education on portfolio utilization should be conducted in small groups in the future.