Introduction
Recently,
the emerging of the competence-based education (CBE) has got more
attention from scholars and policymakers in educational system either in
primary, secondary or higher education, and either in developed or
developing countries (Illeris, K; 2009). CBE has become a dominant trend
in several countries, especially in vocational education and training,
due to the expected decrease of problems in the transition from school
to work (Biemans et. al., 2004; Wesselink et. al, 2007; Biemans et. al
2009). CBE is viewed as a promising tool of educational system to
produce competence graduates that meet with communities need. This is in
line with Klenowski’s views that explained of the trend for 21st
century curriculum is majored for producing competence graduate
(Klenowksi, 2002). CBE which uses a performance-based learning process
in the instructional system is widely known to fulfil such kind of
purposes.
Implementation of CBE, consequently, has implications
for its assessment. Schools and scholars in the field of education have
formulated different models of assessment which suit this concept. One
of the assessments model offered by scholars is portfolio assessment.
This kind of assessment is strongly believed that can measure students’
achievement.
This paper purposes on, at least, two objectives.
First, this paper would attempt to discuss whether portfolio can be used
as a good way to measure pupil’s achievement in competence-based
system. Therefore, 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 CBE in educational system.
Secondly, this paper would explore applicability of this assessment in
education system for developing countries. Indonesian education system
is chosen to be further investigated because this country has
established CBE in its education 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. Indonesian education system will also be investigated
to contextualize the implementation of portfolio assessment in
developing countries, taking into account its social condition. Van Dam
(2008) argues that educational phenomena cannot be well-understood
without the context of political, economical, technological or
sociological condition. Then, the conclusion will be presented in the
last part of this paper.
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