Makalah ini mengenai Penialian Portofolio yang digunakan sebagai
konsekuensi diperlukannya penilaian alternatif lain dari penilaian
tradisional.
Introduction
Recently, the
emerging of the competence-based curriculum (CBC) has got more attention
from scholars and policymakers in educational system either in primary
and secondary education or in higher education. Such curriculum is
promising as a tool of educational system to produce competence
graduates that meet with communities need. This is in line with
Klenowski’s views who explained that the trend of 21st
century curriculum is majored for producing competence graduate
(Klenowksi, 2002). CBC which uses a performance-based learning process
in the instructional system is widely known to fulfill such kind of
purpose.
Consequently, this new idea of arranging CBC has
implications for assessment. Schools and scholars in the field of
education have formulated different models of assessment that suit this
new concept. One of the assessments model offered by scholars is
portfolio assessment. This kind of assessment is strongly believed that
can measure students achievement.
Further in this paper, we would
like to discuss some of the ways that portfolio can be used as a good
way to measure pupils achievement. The purpose of this paper is to
deeply explore the nature and key concept of portfolio as a tool of
assessment in educational environment for the consequences of the
flourishing CBC in educational system. To begin with, it is worth to
discuss about the competence based curriculum and the nature of
assessment in education. Then, this paper would provide an overview
about the nature of portfolio, the key concept and key process of
portfolio, the relationship between portfolios assessment and competence
based curriculum, and the conclusion will be presented in the last part
of this paper.
Competence-Based Curriculum
Referring to Singla et al
(1997), competency can be defined as the ability of a student enabling
him to accomplish task adequately, to find solutions and to realize them
in work situations. While curriculum, according to Jenkins &
Shipman (1975), is the formation and implementation of an educational
proposal to be taught and learned within the school or other institution
and for which that institution accepts responsibility at three levels:
its rationale, its actual implementation, and its effect. Furthermore
Muslih, M (2004) asserts that the emphasis of CBC is more on
outcome-based education paradigm rather than input-oriented education
paradigm. CBC is designed to meet all these competency purposes. This
kind of curriculum enables the learner to demonstrate his/her level of
attainment on subject-area.
The most obvious characteristic of the
curriculum is the development of the three domains in education
referring to Bloom’s taxonomy, cognitive, affective and psychomotor
domains. Therefore, classroom activities should develop the students’
cognitive, affective, and psychomotor domains. The objective of
implementing CBC is among others to produce the educational democracy.
The CBC accommodates the development of students’ skill and the
individual achievement. The outcome of CBC is graduates who appreciate
diversity in the world and further are able to implement their life
skills in the real life.
Assessment in Education
The
word of assessment frequently associated with tests, examinations,
grades and certificates. In educational environment, assessment is the
process of gathering, interpreting, recording and using information
about pupils’ responses to an educational task (Harlen et al., 1994 in
Bartlett et al, 2001). In order the assessment to be successful, it
should be integrated with learning experiences, address a range of
attributes – personal, social, and communicative, be developed along
descriptive and positive lines (recording achievements), undergo
devolution of responsibilities, and certification should be fully
extended into lifelong learning. In addition, Gipps in Klenowski
(2002:43) added that good assessment practice should support learning
and reflection, including formative assessment, be open and connected to
clear criteria rather than be linked to comparative performance of
others; and include a range of assessment strategies so that all
learners have a chance to perform well.
The Nature of Portfolio
The
reason why portfolios has been popular in regard to the emergence of
competence based curriculum has many theoretical and practical
explanations. There has been dissatisfaction with traditional assessment
approaches which is more quantitative. This has been the case in
England as many claims appear that students are becoming over-examined
(Hacket, 2001 in Klenowski, 2003). Therefore, the portfolio has been an
alternative to be used for assessment and learning offering the
opportunity to redress the imbalance caused by testing and mechanistic
and technicist conceptualization of curriculum and assessment. Recently,
there has been an issue of the need to develop theoretical unity align
with pedagogy. As Sheppard (2000) and Looney (2000) suggest, the need to
built a symbiosis between curriculum and assessment policy that is
reflected in pedagogical practice is emphasized (Klenowski, 2003). The
use of portfolios offers the realization of this important integration
of assessment with the curriculum and has been the potential tool to
foster metacognitive development in the associated curriculum and
pedagogic practice. Similarly, Klenowski (2003) claims that tools for
metacognition and their connection to the skills needed for learning and
understanding need to be understood.
Portfolios contain pieces of
evidence and the more relevant the evidence the more useful it is for
assessing the level of achievement The use of portfolio is widely spread
for any branches since its concept and nature can help the users to
examine their development. Portfolio is best used due to that such kind
assessment that can measure objectively the pupil’s performance.
Portfolio is different with the traditional assessment in nature. The
differences of traditional assessment and portfolio can be simply
identified as follows:
For more detailed see here.
List of ReferencesBartlet, S., Burton, D., & Peim, N.(2001). Introduction to Education Studies, London: Paul Chapman Publishing.
Driscoll, M. P.(2000). Psychology of Learning for Instruction. 2nd Edition, Boston: Allyn and Bacon.
Houghton Mifflin Education Place (1997). Portfolio Assessment. Retrieved 13 September 2006, from http://www.eduplace.com/rdg/res/literacy/assess6.html
Klenowski, V.(2002). Developing Portfolios for Learning and Assessment, London: RoutledgeFalmer.
Muslih, M. (2004, January). Selamat Tinggal Kurikulum 1994, Retrieved 3 November 2006, from http://www.suaramerdeka.com/harian/0401/19/kha2.html
Singla, P. K., Jain, S. R., & Rastugi, K. M. (1997) Competency-Based Curriculum, Retrieved 13 September 2006, from http://www.cce.iisc.ernet.in/nsee
*) Thanks to Ridwan Maulana. Paper submitted for an MSc course: Foundation of Education, University of Groningen.
