Basic Principle of Assessment in Portfolio Assessment Model

Basic Principle of Assessment in Portfolio Assessment Model

Portfolio assessment model relates to a number of assessment basic principles (Budimansyah, 2002). The assessment basic principles are:

(1)   Principle of process and product assessment

Portfolio assessment model applies process and product of teaching and learning. The assessment of learning processes are got from anecdotal record about the students’ attitudes in learning, their enthusiastic, and many others. Another aspect of process assessment is assessing structured task from teacher whether the task is done well and seriously or not. Beside that, process assessment can be done by viewing the report of the students’ activity outside of school whether they have activity that supporting their learning process or not.

(2)   Principle of periodic and continual assessment

Assessment should be done periodic and continue. Periodic assessment is conducted to facilitate the organization of learning results. While the goal of continual assessment is to view the growth and development of the students’ learning experienced.

The examples of periodic assessment are having formative test and summative test, having structured task at the end of a chapter, having anecdotal record in every meeting, and having the report of student’s activity out of school once in a month. It is doing continually from the first meeting until the end.

(3)   Principle of fair assessment

In giving assessment should pay attention to individual differences. All of indicators in portfolio assessment are taken into consideration and each of them is giving score, so the result is describing the process. In other words, the student who has good learning experienced, he/she will have big opportunity to have success.

(4)   Principle of social implication assessment

By learning the students should come up with such asocial implication, that means meaningful for the others. Learning is not only get a good grade or pass the examination, but it should have implication toward the students’ attitudes and skills. Portfolio assessment is not limited in assess cognitive aspect, but also affective and psychomotor, involves social implication. This learning experience is functionally needed in real life in the future. To enter real life system is needed provisions, not only a mark or a piece of licensed.