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Indicator of Portfolio Assessment

Moch Wahib Dariyadi 22/05/2012 Artikel Ilmiah Leave a comment 40 Views

Indicator of Portfolio Assessment

There is no standard form of portfolio assessment, but generally it must content cognitive, affective, and psychomotor area. Teacher can improve it according to the needs (Budimansyah, 2002: 118). From the indicators, teacher can make a result fairly.

Portfolio may be contains of two subfolders, they are subfolder of collection of the student’s works and subfolder of documentation of the students score during the learning process. Portfolio’s content can be varied based on the goal, level of the students, and kinds of activity at class.

Format of the assessment in portfolio for English subject that is used by the teacher in this research contains of:

 

  1. Documentation of Formative and Summative Test

Kind of Test

No

Date

Theme

Score

Teacher’s Sign

Note

FORMATIVE

1.

2.

3.

Etc.

 

 

 

 

 

SUMMATIVE

 

 

 

 

 

 

 

AVERAGE

 

 

 

 

Source: Budimansyah, 2002

 

  1. Documentation of Student’s Work

No.

Kinds of Task

Assessment’s Aspect

Score

Teacher’s Sign

Note

First

Revision

1.

 

Understanding: How well the student’s understanding toward the task

 

 

 

 

Argumentation: How well student’s argumentation in solving the problem

Explanation:

  • arranged well
  • written well
  • easy to understand

Information:

  • accurate
  • complete
  • important

2.

 

Understanding

 

 

 

 

Argumentation

Explanation

Information

Etc.

 

Understanding

 

 

 

 

Argumentation

Explanation

Information

Source: Budimansyah, 2002

 

Rusoni (2001) gives an example of rubric scoring that can be used for giving score to the student’s work:

 

Table 2.2 Portfolio Rubric Scoring

SCORE

DESCRIPTION

8,1 – 10
  • Student clearly understand about the task
  • Student can give perfect argumentation in finishing the task
  • Student can organize the explanation sharply
  • Student can give accurate, complete and important information

6,6 – 8,0
  • Student needs a little help to understand the task
  • Student can give good argumentation but still need a help
  • Student needs a help to organize the explanation
  • Student can give good information

5,6 – 6,5
  • The student needs enough help to understand the task
  • Student can give argumentation if there is a help
  • Student needs a help to organize the explanation
  • There are many fault in giving information

4,1 – 5,5
  • Student depends on teacher’s help to understand the task
  • Student need a help to give argumentation
  • Student always need a help to organize the explanation
  • The Information is lack and there are many fault

0 – 4,0
  • Student can not understand the task
  • Student can not give argumentation in finishing the task
  • Student can not organize the explanation
  • The information is wrong and has no correlation with the task

Source: http://www.puskur.or.id/data/buku_PBK.pdf

  1. Documentation of Anecdotal Record

No.

The Appeared Attitude

Assessment (Positive (+) /Negative (-) )

Teacher’s Sign

August

Sept

Etc.

1

2

3

4

1

2

3

4

1

2

3

4

1

Enthusiastic

 

 

 

 

 

 

 

 

 

 

 

 

 

2

Actively to ask and answer questions

 

 

 

 

 

 

 

 

 

 

 

 

 

3

Enjoy to read at library

 

 

 

 

 

 

 

 

 

 

 

 

 

4

Well-dressed

 

 

 

 

 

 

 

 

 

 

 

 

 

5

Politeness

 

 

 

 

 

 

 

 

 

 

 

 

 

6

Snobbish

 

 

 

 

 

 

 

 

 

 

 

 

 

7

Lazy

 

 

 

 

 

 

 

 

 

 

 

 

 

8

Etc.

 

 

 

 

 

 

 

 

 

 

 

 

 

Adapted from: Budimansyah, 2002

  1. Documentation of Activity Out of School

No.

Kinds of Activity

Assessment’s Aspect

Score

Teacher’s Sign

Note

1.

Writing an essay for “Mading”

Significantly: How close its mean to English subject

 

 

 

Intensity: How is the intensity of the activity

 

 

 

Frequency: How often is the activity done

 

 

 

Etc.

 

 

 

 

 

Source: Budimansyah, 2002

  1. Self and Peer-Assessment

Example:

 

   
 

Your Name                 :  _____________________________  Date:  

Your Partner’s Name  :  _________________________________________

======================================================

  1. Review your partner’s work sample.

_______________________________________________________

  1. What do you think the sample shows your partner can do?

_______________________________________________________

  1. What do you think your partner did well?

_______________________________________________________

  1. What do you think your partner could make better?

_______________________________________________________

 
 
 

Your Name                 :  _____________________________  Date: 

======================================================

  1. Look at your writing sample.
    1. What does this sample show that you can do?

______________________________________________________________________________________________________________

    1. Write about what you did well

______________________________________________________________________________________________________________

  1. Think about realistic goals.

Write one thing you need to do better. Be specific.

______________________________________________________________________________________________________________

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Source: J. Michael O’Malley and Lorraine Valdez Pierce, 1996:41-42

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About Moch Wahib Dariyadi

Saya adalah Bloger asal Malang yang menyukai kegiatan yang berhubungan dengan perkembangan IT, Design dan juga Pendidikan. Berupaya untuk selalu menebarkan kebermanfaatan bagi sesama.

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