Portfolio-based assessment; journal;

self & peer-assessment

Pratiwi Indah S892208005

 Table of contents
Journals
1 Portfolio Assessment 2

Self-assessment Peer-assessment
3 4

5 Rubric
 Portfolio Assesment
One of the most popular alternatives in assessment, especially within a framework of communicative
language teaching, is portfolio development. According to Genesee and Upshur (1996), a portfolio
is "a purposeful collection of students' work that demonstrates ... their efforts, progress, and
achievements in given areas" (p. 99).
Portfolios include materials such as
○ essays and compositions in draft and final forms;
○ reports, project outlines;
○ poetry and creative prose;
○ artwork, photos, newspaper or magazine clippings;
○ audio and/or video recordings of presentations, demonstrations, etc.;
○ journals, diaries, and other personal reflections;
○ tests, test scores, and written homework exercises;
○ notes on lectures; andself- and peer-assessments--comments, evaluations, and checklists.
 Purposes of portfolio assessment

Portfolio can be used for many purposes, communication (with parents),

development or progress evaluation and program assessment.
The collection must include the following:
1. Student participation in selecting content.
2. Criteria for selection.
3. Criteria for judging merits.
4. Evidence of a student's self-reflection.

It should represent a collection of students' best work or best efforts, student-selected

samples of work experiences related to outcomes being assessed, and documents
according growth and development toward mastering identified outcomes (Paulson,
F.L. Paulson, P.R. and Meyer, CA. ,1991)
Function of portfolio assessment

The advantages of the Merdeka Curriculum according to Hamdani (2022) are as

follows:
a. Simpler and deeper
The essential material is the focus of the Merdeka Curriculum. Simple and
deep learning without haste will be more absorbed by students. Deep
learning with a fun design will make students more focused and interested in
learning.
b. More independent
The Merdeka Curriculum is a benchmark in designing learning. The concept
of independence that is given gives freedom to the teacher in designing the
learning process according to the needs and learning outcomes.
c. More relevant and interactive Learning
Process activities that are more relevant and interactive will have a good
impact when applied in the learning process. Interactive learning will make
students more interested and able to develop their competencies.
 Attributes of portfolios
Gottlieb (1995) suggested a developmental scheme for considering the nature and purpose of
portfolios, using the acronym CRADLE to designate six possible attributes of a portfolio:
1. Collecting : An expression of student’s live and attitudes
2. Reflecting : Thinking about experience and activities
3. Assessing : Evaluating quality and development over time
4. Documenting : Demonstrasting student’s achievement
5. Linking : Connecting students and teachers with parent, community, and peers.
6. Evaluating : Generating responsible outcome

Some examples of work that can be included in a portfolio include the following.

● tests, quizzes
● compositions
● electronic documents (powerpoints, pdfs, etc)
● Reflecting
 The Portfolio Assessment Process

01 State objectives clearly

Give guidelines on what goes in: Ideas, sketches, best work

Student participation in the selection process is critical, Hamp, Lyones and Condon (2000) “suggested
02 advantages for student control of portfolio contents but teacher guidance will keep student on target with
curricular objects” (Brown, 2004,p 257)

03 Communicate assessment criteria to students: Assessment of portfolios may include a combination of self-
assessment, teacher assessment of individuals items and peer-assessment.
When the students are made part of the evaluation they receive the power that goes with that specialized
knowledge- power to recognize strong performance, and power to use criteria to change and improve
performance” (Judith, Arter, Spandel, p. 37)
Two sources— self-assessment and teacher assessment—must be incorporated in order for students to
receive the maximum benefit. Self-assessment should be as clear and simple as possible. O'Malley and
Valdez Pierce (1996) suggested the following half-page self-evaluation of a writing sample (with
spaces for students to write) for ele­mentary school English language students.

Portfolio self-assessment questions (O'Malley & Valdez Pierce, 1996, p. 42)

1. Look at your writing sample.
a. What does the sample show that you can do?
b. Write about what you did well.
2. Think about realistic goals. Write one thing you need to do better. Be specific.
Genesee and Upshur (1996) recommended using a questionnaire format for self-assessment, with
questions like the following for a project:

Portfolio project self-assessment questionnaire

1. What makes this a good or interesting project?
2. What is the most interesting part of the project?
3. What was the most difficult part of the project?
4. What did you learn from the project?
5. What skills did you practice when doing this project?
6. What resources did you use to complete this project?
7. What is the best part of the project? Why?
8. How would you make the project better?
 The Portfolio Assessment Process

04 Designate time: For selecting student work and time for review and conference.

Passing Portfolios on : The final decision item has to do with what is done with portfolios at the end of semester
05 or school year.

Keeping them over and turned over to the students a long period of the time.
 Advantages of Using Portfolio Assessment

The advantages of engaging students in portfolio development have been extolled in a number of
sources (Genesee & Upshur, 1996; O'Malley &Valdez Pierce, 1996; Brown & Hudson, 1998;
Weigle, 2002). A synthesis of those characteristics gives us a number of potential benefits. Portfolios
● foster intrinsic motivation, responsibility, and ownership,
● promote student-teacher interaction with the teacher as facilitator,
● individualize learning and celebrate the uniqueness of each student,
● provide tangible evidence of a student's work,
● facilitate critical thinking, self-assessment, and revision processes,
● offer opportunities for collaborative work with peers, and
● permit assessment of multiple dimensions of language learning.
 Disadvantages of Using Portfolio Assessment

● It may be seen as less reliable or fair than more quantitative evaluations.

● Having to develop one’s individualized criteria can be difficult or unfamiliar at
first.
● It can be very time consuming for the teachers to organize and evaluate the
content of portfolio.
● Parents find the portfolio difficult to understand.
● Students may not make good selections of which materials to include sampling of
the students products may lead to weak generalization.
● Scoring difficulties may lead to low reliability
 JOURNALS
A journal is a log (or "account") of one's thoughts, feelings, reactions, assess­
ments, ideas, or progress toward goals, usually written with little attention to
struc­ture, form, or correctness. Learners can articulate their thoughts without
the threat of those thoughts being judged later (usually by the teacher).

Models of journal use in educational practice have sought to tighten up this

style of journal in order to give them some focus (Staton et al., 1987).The
result is the emergence of a number of overlapping categories or purposes in
journal writing, such as the following:
● language-learning logs
● grammar journals
● responses to readings
● strategies-based learning logs
● self-assessment reflections
● diaries of attitudes, feelings, and other affective factors
● acculturation logs
The following journal entry from an advanced student from China, and the teacher's response, is an
illustration of the kind of dialogue that can take place.
Dialogue journal sample
Journal entry by Ming Ling, China:
Yesterday at about eight o’clock I was sitting in front of my table, holding a fork and eating tasteless noodles which I usually
really like to eat but lost my taste yesterday because I didn't feel well. I had a headache and a fever. My head seemed to be
broken. I sometimes felt cold, sometimes hot. I didn’t feel comfortable standing up and I didn't feel comfortable sitting down. I
hated everything around me. It seemed to me that I got a great pressure from the atmosphere and I could not breath. I was so
sleepy since I had taken some medicine which functioned as an antibiotic.
The room was so quiets. I was there by myself and felt very solitary. Thy dinner reminded me of my mother. Whenever I was
sick in China, my mother always took care of me and cooked rice gruel, which has to cook more than three hours art and is
very delicious, I think. I would be better very soon under the care of my mother. But yesterday, I had to cook by myself even
though I way sick. The more I thought, the less I wanted to eat. Half an hour passed. The noodles were cold, butt was still
sitting there and thinking about my mother. Finally I threw out the noodles and went to bed:
Teacher's response:
This is a powerful piece of writing because you really communicate what you were feeling. You used vivid details, like "eating
tasteless noodles," "my head seemed to be broken" and "rice gruel, which has to cook more than three hours and is very
delicious." These make it easy for the reader to picture exactly what you were going through. The other strong point about this
piece is that you bring the reader full circle by beginning and ending with "the noodles."
Being alone when you are sick is difficult. Now, I know why you were so quiet in class.
If you want to do another entry related to this one, you could have a dialogue with your "sick" self. What would your "healthy"
self say to the 'sick" self? Is there some advice that could be exchanged about how to prevent illness or how to take care of
yourself better when you do get sick? Start the dialogue with your "sick" self speaking first.
 PEER AND SELF-ASSESSMENT
Peer and Self-assessment in education
Peer and self-assessment, where students assess each other and themselves, can encourage students to take greater
responsibility for their learning, for example, by encouraging engagement with assessment criteria and reflection of their own
performance and that of their peers. When using assessment, as learning in the classroom, peer and self-assessment, is an effective
approach, to enhance the learning of students. Explicitly teaching students how to assess their own work, and the work of their peers,
has many benefits.
Researchers (such as Brown & Hudson, 1998) agree that the above theoretical underpinnings of self- and peer-assessment
offer certain benefits: direct involvement of students in their own destiny, the encouragement of autonomy, and increased motivation
because - of their self-involvement. Of course, some noteworthy draw­backs must also be taken into account. Subjectivity is a
primary obstacle to overcome. Students may be either too harsh on themselves or too self-flattering, or they may not have the
necessary tools to make an accurate assessment. Also, especially in the case of direct assessments of performance (see below), they
may not be able to discern their own errors.
What is self and peer assessment techniques?

● Self and Peer Assessment

Self Assessment is an assessment which allows students to assess their own performance. It can be extremely valuable in
helping students develop self-reflection, critique and judgment and ultimately, students learn how to be responsible for their
own learning.
What is peer assessment in teaching?

● Peer assessment involves students taking responsibility for assessing the work of their peers against set assessment criteria.
They can therefore be engaged in providing feedback to their peers (sometimes referred to as peer review), summative
grades (moderated by you or your colleagues), or a combination of the two.
What is the main purpose of self-assessment and peer assessment?

Self and peer assessment is about revision and improvement. It enables students to independently assess
their own and other students' progress with confidence rather than always relying on teacher judgment.

What are the main points of the lesson self and peer assessment?

Peer- and self-assessment gives students the opportunity to critically assess the performance of group
members and themselves. Peer- and self-assessment has shown that group members will be more likely
to be personally accountable for their share of the workload knowing that their peers will be assessing
one another.
 Examples of Peer and Self Assessments
● Discussion.
● Exit / Admit Slips.
● Graphic Organizers.
● Journals.
● Kinesthetic Assessments.
● Learning & Response Logs.
● Observations.
● ·Online Quizzes & Polls.
How do you implement peer assessment? How does peer assessment work?
1. Students are introduced to the assignment and criteria for assessment.
2. Students are trained and given practice on how to assess and provide feedback.
3. Students complete and submit a draft.
4. Students assess the drafts of other students and give feedback.

What are the steps in self-assessment process?

Five steps to (self-assessment) heaven for leaders in education

1. Clarity is critical. Document your process in a quick, easy-to-understand diagram and share
this with staff so they understand it and their role in its delivery.
2. Involve others.
3. Self-critical.
4. Celebrate success.
5. Use the data wisely.
 Challenges of peer assessment

1. May be reluctant to participate.

2. Lack of knowledge of criteria.
3. Unfamiliarity with assessment techniques.
4. Reluctance to fail peers.
5. Challenges traditional staff and student roles.
6. Collusion between students.
What does Self-Assessment and Self-Reflection involve
1. Evaluate their work against a set of criteria.
2. Track their learning progress.
3. Identify areas of strengths and weaknesses in their skill set and knowledge.
4. Set realistic learning goals.
5. Reflect on their learning style and processes.
How do you evaluate yourself?

Before You Begin Writing Your Self-Evaluation

1. Know how the self-evaluation is going to be used.
2. Write out a list of your accomplishments.
3. Gather analytics if you can.
4. Write out a list of your struggles.
5. Narrow your accomplishments list down.
6. Don't forget to align your review with your manager's or team's goals.
 Rubrics
Rubrics are an assessment tool which includes two types of information:
● A list of criteria for assessing the important goals of the task
● A scale for grading the different levels of achievement in each of the criteria, with a description
for each qualitative level.

Using a rubric, students can compare their work against the criteria and assess the standard they have
reached. Although rubrics are designed to evaluate a final product, if they are given to students at the
beginning of a task rubrics can support students to plan their work, and review and adjust it during its
production. Students can also be encouraged to rewrite or even create their own rubrics. You need to
support your students in the use of rubrics – just handing them out is no guarantee of success.
 References
Language Assessment (Principles & Classroom Practices) - H. Douglas Brown (2012)
Thank you!