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Strength of Portfolio Assessment
Portfolio assessment can be used for many necessities. It records the students’ learning process. Berenson and Certer in Rusoni (2001) stated that there are some portfolio assessment’s strengths:
(1) To make document of the student’s progress for certain period of times;
Result of the students work are recorded in a list and documented in a bundle. It will be evidence of the students’ learning process in certain period of times.
(2) To know part of teaching learning process that needs to be repaired;
By using portfolio, teacher can analyze which material that should be explained again, which instruments that should be repaired, and et cetera.
(3) To inspire self confident and motivation in learning;
Students would be more motivated in learning if the students know the result of their work as a feedback.
(4) To give rise to responsible to learn.
It came to the students that process of learning is more important than a mere of good score.
While according to Gronlund in Rusoni (2001), the strengths of portfolio assessment are:
(1) Can know clearly the student’s learning progress;
Result of the students work are recorded in a list and documented in a bundle. It will be evidence of the students’ learning process in certain period of times. Teacher, students, and parents can know clearly the student’s learning progress.
(2) Give positive influence in learning by stressing to the best student work;
Teacher assesses the students systematically and continually. Teacher gives attention to the students’ work and turns the students to correct errors in their previous work. The best work will be chose as an example for another student.
(3) Make comparisons between the present work with the last work that will give more motivation rather than make comparisons with peers’ work;
Students will be more motivated when they compare their own present work with the past work. Students can find that their effort in learning is really useful, and they can see it from their portfolio.
(4) Can develop the skill to give own assessment;
Sometimes teacher asks the students to make self-assessment. Teacher turns the students to see their ability in learning.
(5) Give opportunity to the students to work according to individual differences (i.e., the students write according to their level but still in the same goal);
Each student has their own ability. By using portfolio teacher gives opportunity to the students to work according to individual differences. Students can make creative work, like short story, poetry, comic, and et cetera, and collect it into portfolio or put it on “Majalah Dinding”.
(6) Become communication tool about the students’ learning progress for the students it self, parents, and the others.
Teacher can shows student’s portfolio to parents or another parties as an evidence of the student’s learning progress.
J kemp and D. Toperoff (1998) also give some ideas about it. They give some reasons why use portfolio assessment:
(1) Matches assessment to teaching
The products that are assessed are mainly products of class-work, and are not divorced from class activities like test items.
(2) Has clear goals
They are decided on at the beginning of instruction and are clear to teacher and students alike.
(3) Gives profile of learner abilities
Depth: It enables students to show quality work, which is done without pressure and time constraints and with the help of resources, reference materials, and collaboration with others.
Breadth: A wide range of skills can be demonstrated.
Growth: It shows efforts to improve and develop, and demonstrates progress over time.
(4) Is a tool for assessing a variety of skills
Written as well as oral and graphic products can easily be included.
(5) Develops awareness of own learning
Students have to reflect on their own progress and the quality of their work in relation to known goals.
(6) Caters to individuals in the heterogeneous class
Since it open-ended, students can show work on their own level. Since there is choice, it caters to different learning styles and allows expression of different strengths.
(7) Develops social skills
Students are also assessed on work done together, in pairs or groups, on project and assignments.
(8) Develops independent and active learners
Students must select and justify portfolio choices; monitor progress and set learning goals.
(9) Can improve motivation for learning and thus achievement
Empowerment of students to prove achievement has been found to be motivating.
(10) Is an efficient tool for demonstrating learning
Different kinds of products and records of progress fit conveniently into one package.
(11) Provides opportunity for student-teacher dialogue
Teacher can find the student’s problem in learning by the portfolio. To solve the problem teacher can dialogue with the student.
Brown (2004:257) gives a number of potential benefits of portfolio:
(1) Foster intrinsic motivation, responsibility, and ownership;
Using assessment portfolios that include English language learners not only provides improved information about student achievement but also makes a positive impact on teaching and student learning. The use of portfolio encourages students to take more motivation and responsibility for their own learning.
(2) Promote student-teacher interaction with the teacher as facilitator;
Portfolio is one of facilitation in learning. Feedback from teacher that presents on portfolio will be a motivation for students to give new responses.
(3) Celebrate the uniqueness of each students;
Each student has their own ability. By using portfolio teacher gives opportunity to the students to work according to individual differences. Students can make creative work, like short story, poetry, comic, and et cetera, and collect it into portfolio.
(4) Provide tangible evidence of a student’s work;
Result of the students work are recorded in a list and documented in a bundle. It will be evidence of the students’ learning process in certain period of times. Teacher, students, and parents can know clearly the student’s learning progress.
(5) Facilitate critical thinking, self-assessment, and revision processes;
Sometimes teacher asks the students to make self-assessment. Teacher turns the students to see their ability in learning. Teacher also turns the students to be careful in doing the work. Teacher asks the students to correct the errors in their work and then make the revision.
(6) Offer opportunities for collaborative work with peers; and
Students are also assessed on work done together, in pairs or groups, on project and assignments.
(7) Permit assessment of multiple dimensions of language learning.
Written as well as oral and graphic products can easily be included.
