Developing EFL Students’ Writing Skill Through Self-Assessment Integrated With E-Portfolio

Taufik, Moh.; Cahyono, Bambang Yudi

doi:10.15408/ijee.v6i2.12019

Cited by 5 publications

(5 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Assessment rubrics that are in accordance with the basic competencies of subjects do require the teacher's thinking and creativity. This is often an obstacle for teachers in assessing student portfolio work results [41]. A portfolio assessment that is carried out continuously will certainly provide a systematic and periodic track record of student development [12].…”

Section: Discussionmentioning

confidence: 99%

How Is the Perception of Teachers in Indonesia about Portfolio Assessment for Elementary School?

Prihandoko¹,

Wahab²,

Wilujeng³

et al. 2020

ujer

View full text Add to dashboard Cite

This research is a case study that seeks to reveal teachers' perceptions of portfolio assessment in primary schools in Indonesia. The research sample was 20 elementary school teachers in Central Java Province, Indonesia, representing senior teachers, master teachers, young teachers, and junior teachers. Data collection used depth interviews which were designed based on 10 powerful portfolio assessment principles. Qualitative data analysis was performed using interactive data analysis which included condensation data, display data, and conclusion. The results were showed that 6 of 10 principles of portfolio assessment were approved by the majority of teachers, while others were not. Two principles, namely the effectiveness of time and energy (principle 2) and portfolios as a new learning perspective (principle 8) are rejected by most teachers in Indonesia. The two other principles, namely the importance of teacher cooperation in portfolio assessment (principle 3) and the role of portfolio assessment as self-evaluation (principle 9) received low approval scores. The obstacles for the teacher to carry out the portfolio assessment are the problem of the length of time it takes, the large number of elementary school students in a class, and the teacher's low insight into portfolio assessment. Research recommendations are that the success of portfolio assessment will be achieved if it is carried out in a structured and sustainable manner; it is necessary to carry out training and monitoring of teacher performance to maximize assessment, learning and evaluation of learning; and the need to adapt the e-portfolio assessment for primary schools.

show abstract

Section: Discussionmentioning

confidence: 99%

How Is the Perception of Teachers in Indonesia about Portfolio Assessment for Elementary School?

Prihandoko¹,

Wahab²,

Wilujeng³

et al. 2020

ujer

View full text Add to dashboard Cite

show abstract

“…Informal tasks such as reflection and self-assessment are examples of formative assessment activities for learning (rather than grading) design of the e-portfolio by lecturers. The study by Taufik and Cahyono (2019) has suggested that the e-Portfolio develops writing skills through self-assessment. For example, through a reflective journal or diary entry submitted weekly as a self-assessment activity, students can identify errors in their writing, which also helps to master the language and content independently.…”

Section: Discussionmentioning

confidence: 99%

“…The e-Portfolio approach, therefore, fosters autonomy in the learning tasks and promotes intrinsic motivation for learning (Beckers & Merrienboer, 2018). Taufik and Cahyono (2019) have also suggested that the e-Portfolio develops writing skills through self-assessment.…”

Section: Literature Reviewmentioning

confidence: 99%

Thinking ‘out of the box’ When Designing Formative Assessment Activities for the E-Portfolio

Majola

2023

JCSR

View full text Add to dashboard Cite

E-Portfolios of on-line scholars are integral to instructional planning and the design of authentic, engaging, and active tutoring for periodic self/peer-and-instructor formative assessments. In addition, the formative assessment in open distance and e-learning (ODeL) is meant to provide and facilitate contact, support, and structure to the learning experiences of students who are often unfamiliar and alienated by the distance learning experience. Previous research has focused on formative assessment strategies, results, and feedback in distance learning, but little has been studied on how to design suitable formative assessment activities in this format. This article, therefore, presents findings of how lecturers can the design a formative assessment for e-portfolio activities for online learning. Ten lecturer participants were purposively sampled from three colleges within the ODeL university. These semi-structured interviews, together with an e-portfolio checklist formed the basis for the interpretative analysis of how formative assessment activities are designed for the e-portfolios. The lecturers are guided by the student’s learning outcomes and use sequential activities for students to do via the e-portfolio. This, therefore, involves the lecturer’s consideration of graded and non-graded formative assessment activities of individual and group work e-portfolios to provide evidence and make judgments about each student’s progress. This study’s findings emphasize the importance of designing formative assessment activities to help students learn the content and develop their understanding which further deepens their knowledge and acquisition of the module outcomes. The research shows that the benefits of optimal student engagement, performance, and learning are the result of the creative design of formative assessment activities.

show abstract

“…Salah satu aspek perkembangan bahasa yang perlu disiapkan dan dikembangkan pada anak usia dini untuk menghadapi jenjang pendidikan selanjutnya adalah kemampuan mengenal huruf (Firdaus, 2019;Fitriani et al, 2019). Stimulasi keaksaraan pada anak adalah dengan cara menstimulasi anak untuk mengenali dan memahami simbol huruf yang ada di dalam abjad sehingga pada saat memasuki sekolah dasar tidak mengalami kesulitan untuk menguasai keterampilan membaca awal (Rahayuningsih et al, 2016;Taufik & Cahyono, 2020). Pengembangan keaksaraan meliputi berbahasa, menyimak, membaca, dan menulis (Gatot, 2018;Ws et al, 2016).…”

Section: Pendahuluanunclassified

Improving Literacy Skills through Letter Ball Games for Children 5-6 Years Old

Intan Wahyuni,

Citra Dewi,

Nursaadah

2023

Indonesian Journal of Early Childhood Educational Research (IJE

View full text Add to dashboard Cite

Literacy skills is an indicator of language development that must be possessed by early childhood. The literacy skills of children in TKIT Champion are still low, such as children who are not yet able to read their own names, find it difficult to distinguish between several letters. Through the letter ball game it is hoped that it can improve the literacy skills of group B children at TK IT Champion. This research is a class action research. The subjects in this study were children aged 5-6 years in group B class Syawal. Data collection techniques, namely observation and documentation, are then processed using a percentage formula. The results of this study indicate an increase in literacy skills through letter ball games. It can be seen from the success of each cycle, cycle I first meeting was 46%, increased at the second meeting to 54% and increased to 63% at the third meeting. In the second meeting, the child's literacy ability was 69% at the second meeting, 74% at the second meeting, and 86% at the third meeting. From the results of the research in each cycle that was carried out, it can be concluded that the letter ball game can improve the literacy skills of Kindergarten B children

show abstract

Developing EFL Students’ Writing Skill Through Self-Assessment Integrated With E-Portfolio

Cited by 5 publications

References 16 publications

How Is the Perception of Teachers in Indonesia about Portfolio Assessment for Elementary School?

How Is the Perception of Teachers in Indonesia about Portfolio Assessment for Elementary School?

Thinking ‘out of the box’ When Designing Formative Assessment Activities for the E-Portfolio

Improving Literacy Skills through Letter Ball Games for Children 5-6 Years Old

Contact Info

Product

Resources

About