Student’s Learning Achievement with Traditional
Assessment and
Portfolio
Assessment
A B S T R A C T
Isabella,
Paramita. 2008. A Thesis. English Study Program of Language and Arts
Department. Faculty of Teacher Training and Education, Jambi University.
The First Advisor, Drs. Yon Adlis, M.Pd. The Second Advisor, Drs. Marzul
Hidayat, M.A.
Traditionally, assessment is held at the
conclusion of a unit of study. Certain grade is used to decide the
understanding degree of the students to the subject. Traditional assessment
includes multiple-choice questions and asking students to respond the questions
with short answers.
Portfolio assessment is a purposeful
collection of student work that tells the story of the student’s effort,
progress, or achievement in given areas. Portfolio can be viewed as a
systematic and organized collection of evidence used by the teacher and student
to monitor the growth of student’s knowledge, skills, and attitudes in a
specific content area. The indicators of portfolio assessment are daily test
result, structured tasks, anecdotal record, and report of the student’s
activity out of school.
The purposes of this research are to
describe the student’s learning achievement with traditional assessment and
portfolio assessment, and then find out the difference between the student’s
learning achievement with traditional assessment and portfolio assessment.
The design of this research is ex
post facto. The population is the 1st class
of students of SMP 4 Jambi. In
selecting the sample is used clustered random sampling. The students of class
1A and 1B of SMP 4 Jambi are chosen as the sample. The data collection is done by observation
and collecting the documentation. T-test is used to analysis the difference
between the students’ learning achievement with traditional assessment and
portfolio assessment
Based on the analysis, the researcher finds
that mean of the class with traditional assessment is 60.00 and mean of the
class with portfolio assessment is 70.31. By using t-test at the level of significance
(a) 0.05, is got
tratio is bigger than ttable, that is tratio =
2.833 > ttable = 1.992, it
shows that there is a significant difference between the students’ learning
achievement with traditional assessment and portfolio assessment.
It can be concluded that the student
learning achievement with portfolio assessment is better than the student
learning achievement with traditional assessment at the level of believe 95%.
But portfolio assessment is better implemented in small class because teacher
will be easier in managing the class.
ACKOWLEDGEMENTS
Bismillahirrohmanirrohim
Praise be upon to
Allah SWT: The Lord of the Universe, that under his blessing and great
guidance, I eventually able to complete this thesis as one of the requirements
of achieving the degree of Sarjana Pendidikan at English Study Program,
Language and Arts Department, Faculty of Teacher Training and Education of
Jambi University.
In accomplishing
this thesis, I deservedly would like to acknowledge my deepest appreciation to
the following persons who have helped and supported me to finish my thesis:
1.
Drs. Yon
Adlis, M.Pd, as the first supervisor who has given his charm ideas, suggestion
and many other things which were useful in completing this thesis.
2.
Drs. Marzul
Hidayat, M.A., as the second supervisor who has given his correction,
beneficial opinion and encouragement in the process of writing this thesis. He
also gives his warm support and advises me to be more patient on finishing this
thesis.
3.
Drs.
Syahrial, M.Ed, Dra. Rosinta Norawati,
M.A., and Dra. Yelia, M.A. as the examiners team in the seminar of thesis
proposal and in the thesis examination., for their time, contribution of
thoughtful and ideas toward the development of this thesis.
4.
Drs. Makmur, M.Hum as the academic advisor who has
guided during the study in the Faculty of Teacher Training and Education.
5.
All of English Study Program lecturers who had
taught during the study in the Faculty of Teacher Training and Education.
6.
All of her classmates in English Department. Thanks
for the nice relation and enjoy class.
I would like to express my appreciation and
faithful gratitude to my beloved mom, dad, brother and sisters, and also my
beloved candidate husband, who voluntary spend their endless love and time for
praying, take care of me and support me to finish writing this thesis.
Finally, researcher hopes the readers could
contribute developmental criticism and suggestion to improve this thesis.
The
Researcher
CHAPTER I
INTRODUCTION
1.1 Background of the Research
Language learning is important for
human’s social development. As a language which is used by more than a half of
population in the world, English holds the key as international language.
English is a tool of communication among peoples of the world to get trade,
social-cultural, science, and technology goals. Moreover, English competence is
important in career development, therefore students need to understand and use
English to improve their confidence to face global competition.
English as a formal subject is
given to junior high school (SMP) level, which the goals are translated as
follows: “The goals of teaching and learning English for this level are
improving the four English skills. They are the mastery of the receptive skills
(reading and listening) and the mastery of the productive skills (speaking and
writing), within a specified word level and relevant grammatical structures and
notions, in the context of the specified themes which are enclosed for junior
high school (SMP) students” (Balitbang Depdiknas, 2002:42).
The fact shows that the result of
teaching learning English is still low. Somantri said (2003) that there can be
a wonder about the condition of the student’s English ability. The students
have learned English from the first-grade of junior high school until senior
high school, but most of them still cannot use English as tool of
communication. Zamroni in Somantri (2003) found that it not only happened to
the students who have score below five, but the students who have score over
eight in junior high school can not use English in real communication in their
level. Besides, their receptive skills are also below the expectation. For
example, the students who have graduated from senior high school, they still
find difficulty in reading English literatures (Balitbang Depdiknas, 2002:1).
These failures are influenced by many factors. According
to Zamroni in Somantri (2003), it happens because of the education system at
school just transfer the dead knowledge where the knowledge is separated from
the application. Teachers teach materials that will be tested. The goal is that
the students get good score in the final test. While Ali in Ant-O2 (2005)
argues that the low of the students quality in teaching and learning English
happens because the students are used to memorizing and doing multiple choice
assignment. Both of arguments above show that the process of teaching and
learning English is not so support the improvement of life skills. Students can
get good score in the final test and they can memorize the theory well but they
cannot use English in real communication.
Assessment is one of important thing that has important
role in education. The importance of assessment in education is stated by Hughes
(1989) who says that the proper relationship between teaching and assessment is
partnership. By assessment process teacher can discover how far students have
achieved the objectives of a course of study. Teacher also can use the result
of assessment to analyze which material that should be explained again and
which instruments that should be repaired. Besides, assessment is useful for
the students to motivate in teaching learning process.
Based on the earlier observation, researcher finds that
most of teachers still use traditional assessment. The students are given some
tasks in the form of multiple choice, do the LKS, practice a dialog in textbook
and another task, which make the students as a passive subject. Traditional
assessment includes multiple-choice questions and asking students to respond
questions with short answers. Many kinds of task are given in order the
students can respond the questions with correct answers in the final test. The
product of learning is more emphasized then the process it self. Teacher gives
quizzes and tests to assess cognitive aspect only. This kind of assessment is
just recall student’s memorization.
In traditional assessment process, teachers give less
attention and rarely to assess the student’s work. It brings the students
become lack of attention toward their error in finishing their work. According
to Kasiram (1984:10), learning will be on the decline if the students do not
know the result of their work. The students want to know feedback of their
effort in doing the work as a motivation in learning process. Dimyati and
Mudjiono (2002:48) stated that students would be more motivated in learning if
the students know the result of their work as a feedback.
Under the government policy, the Ministry of National
Education develops new curriculum to improve the education quality that is
Competency Based Curriculum. The success of Competency Based Curriculum may be
consider successfully if followed by the change of teaching and learning
strategy at class, the choosing of media, and the choosing of assessment
process. (Balitbang Depdiknas, 2002:1). Assessment processes in Competency
Based Curriculum are
more varies. One of them is Portfolio Assessment.
Arter & Spandel (in Luitel, 2002) state the notion
of portfolio. The literary meaning of the term ‘portfolio’ is a collection of
the past work. However, in the context of assessment, portfolio does not
represent only a mere collection of the past work. The Northwest Evaluation
Association urges that the portfolio is a purposeful collection of student work
that tells the story of the student’s effort, progress, or achievement in given
areas. Portfolio can be viewed as a systematic and organized collection of
evidence used by the teacher and student to monitor the growth of student’s
knowledge, skills, and attitudes in a specific content area.
The indicators of portfolio assessment are daily test
result, structured tasks, anecdotal record, and report of the student’s
activity out of school (Budimansyah, 2002: 108). These indicators are put on
the list and documented in a file. From
the collection, teacher assesses skill of the students. Teacher turns the
students to see their ability in learning by using portfolio and turns the
students to be careful in doing the work, pay attention to the error in their
work and correct the error.
Based on the background, researcher interested in
studying the student’s learning achievement in the classes which use
traditional assessment and portfolio assessment. Researcher was conducting this
study on the students of SMP 4 Jambi, with the title “Student’s Learning
Achievement with Traditional Assessment and Portfolio Assessment”.
1.2 Formulation of the
Problems
The problems of this research are:
(1)
How is the student’s learning
achievement with traditional assessment?
(2)
How is the student’s learning
achievement with portfolio assessment?
(3)
How is the difference between
the student’s learning achievement with traditional assessment and portfolio
assessment?
1.3 Objectives of the Research
Based on the research questions above, the main purposes
of this research are to find out the following:
(1)
To describe the student’s
learning achievement with traditional assessment.
(2)
To describe the student’s
learning achievement with portfolio assessment.
(3)
To find out the difference between the student’s
learning achievement with traditional assessment and portfolio assessment.
1.4 Significance of the
Research
The result of this research might be significant for
education field, in the form of giving information to the teachers and the
students about how portfolio is implemented at school especially at SMP 4
Jambi. Furthermore, it might be able to help the teachers and the students
understand benefits and weakness of using portfolio assessment. It also can be
a reference for further research, especially a research about portfolio
assessment.
1.5 The Limitation of the
Research
This research is limited to the following problems:
(1)
The lesson that will be studied
in this research is English subject for the 1st semester of the 1st
Class at SLTPN 4 Jambi.
(2)
The subjects who are involved
at this research are the students of the 1st class who still use
traditional assessment and also the students who have used portfolio assessment
at SLTPN 4 Jambi.
CHAPTER II
REVIEW OF THE RELATED
LITERATURE
In order to sharpen the theoretical
framework of this study, this chapter is devoted to review some relevant
theories and studies concerning with teaching and learning process, traditional
assessment, and portfolio assessment.
2.1 Teaching and Learning Process
Winkel (1989: 36) defines learning
as a psychology activity that holds in active interaction with the environment,
which produces many changes of knowledge, skills, and attitude. While,
according to Slameto (1995: 2), psychologically, learning is a changing process
as a result of the interaction with the environment to fulfil the needs in
life. The changing is not only in increasing knowledge, but also skill,
attitudes, the way of thinking, interest, adaptation, and the others. Learning
is an activity done by everyone that can be hold anywhere and anytime.
From those definitions, apparently,
learning is an activity done by human being as an effort to get knowledge
(cognitive), to create attitudes (affective), and to raise concept and skills
(psychomotor) as a result of the interaction with the environment. In learning
process, the dominant activity is the interaction between teacher and the
students (Sardiman, 1986:170).
According to Sudjana (in Djamarah,
1995: 45), the same as learning, teaching is a process. There are processes of
controlling, organizing, motivating, guiding, facilitating, and giving feedback
to the students in process teaching and learning. Teaching process is not only
putting premium on product, but also on learning process. So, teacher needs
evaluation’s instrument that can be used to assess all of students’ learning
process step by step.
2.2
Traditional Assessment
Traditionally, assessment is held at the end of
teaching-learning process. Its purpose is to know whether the students have
understood the subject that is learned or not. Certain grade is used to decide
the understanding degree of the students to the subject. If the students get a
good grade at the test, it means that they passed. On the contrary, they didn’t
pass if they get bad grade. This notion is the traditional notion of assessment
(Budimansyah, 2002).
According to Solomon (2004), the traditional purpose of
assessment is to summarize student knowledge and progress at the conclusion of
a unit of study. Traditional assessment includes multiple-choice questions and
asking students to respond the questions with short answers.
From those notions of assessment, it is clear that
traditional purpose of teaching and learning process is in order the students
can respond the questions with correct answers. The product of learning is more
emphasized then the process it self. Teacher gives quizzes and tests to assess
cognitive aspect only. This kind of assessment is just recall students’
memorization. This is seldom requiring students to apply what they know and can
do in real-life situations. It encourages instruction of less important skills
and passive learning.
Table 2.1 bellow represents differences between
Traditional Assessment and Portfolio Assessment (Brown, 2004:13).
Table 2.1
Traditional and Portfolio Assessment
|
Traditional Assessment
|
Portfolio Assessment
|
|
One-shot,
standardized exams
Timed,
multiple-choice format
Decontextualized
test items
Scores suffice
for feedback
Norm-referenced
scores
Focus on the
“right” answer
Summative
Oriented on product
Non-interactive
performance
Fosters
extrinsic motivation
|
Continuous
long-term assessment
Untimed,
free-response format
Contextualized
communicative tasks
Individualized
feedback
Criterion-referenced
scores
Open-ended,
creative answers
Formative
Oriented to
process
Interactive
performance
Fosters
intrinsic motivation
|
2.3
Strength of Traditional Assessment
Although alternative forms of assessment are currently
popular, traditional assessment should not necessary be eliminated by other
type of assessment because it do have strength over other forms of assessment.
According to Watson and Taylor (1994), traditional tests are less time
consuming than most other forms of assessment, even when they include higher
level thinking items. It is also relatively easy to validate and determine
internal consistency for traditional multiple choice test. Brown and Shavelson
(in Watson and Taylor, 1994) say that traditional tests are valid for testing
students’ factual knowledge.
2.4
Weakness of Traditional Assessment
The weakness of traditional assessment are described by
Applebee (in Luitel, 2002) that the traditional notion of assessment cannot
assess the student learning process realistically because it views the
assessment as the notion of knowledge-out-of-action. It tends to prompt the
students to overcome with basic skills only. Although basic skills may be
important goals of education, they are often over-emphasized in an effort to
raise test scores. Basic skills and minimum competencies become the overarching
goal of schools and teachers as accountability and minimum competency exams
concentrate on these areas (Bond, 1995).
In traditional assessment process, teachers give less
attention and rarely to assess the student’s work in every meeting. It brings
the students become lack of attention toward their error in finishing their
work. According to Kasiram (1984:10), learning will be on the decline if the
students do not know the result of their work. The students want to know
feedback of their effort in doing the work as a motivation in learning process.
Dimyati and Mudjiono (2002:48) stated that students would be more motivated in
learning if the students know the result of their work as a feedback.
2.5
Portfolio Assessment
There are many theorists who give
definition about portfolio. According to Yasin (2001), in the beginning,
portfolio is only collection of task, learning experience, exhibition, and
assessment of own work result in art areas. From the collection, teacher assesses
painting skill of the students. So that assessment result is not only from
final test. Final test sometime is not shows the student’s ability because the
students’ work at the final test can be influenced by the situation and
condition at the time, for example the students is in pain or less
concentration, so they can’t make good work.
Paulson et all in Kemp and Toperoff (1998) give definition about
portfolio:
Portfolio is a purposeful collection of
student work that exhibits the student’s efforts, progress, and achievements in
one or more areas. The collection must include student participation in
selecting contents, the criteria for selection, the criteria for judging merit,
and evidence of student self-reflection.
In this way a portfolio is a living,
growing collection of a student’s work. Each addition is carefully selected by
the student for a specific reason which he will explain. The overall purpose of
the portfolio is to enable the student to demonstrate to others learning and
progress. The greatest value of portfolio is that, in building them, students
become active participants in the learning process and its assessment.
Arter & Spandel in Luitel (2002)
state the notion of portfolio. The literary meaning of the term ‘portfolio’ is
a collection of the past work. However, in the context of assessment, portfolio
does not represent only a mere collection of the past work. The Northwest
Evaluation Association urges that the portfolio is a purposeful collection of
student work that tells the story of the student’s effort, progress, or
achievement in given areas. According to Simon and Forgette-Giroux in Luitel (2002),
the portfolio is a cumulative and ongoing collection of entries that are
selected following a given framework, and reflected upon by the student, to
assess his/her development of a specific but complex competency. Similarly,
portfolio is also known as a record of the child’s process of learning that
portrays
the
learner’s style of thinking, questioning, analysis, production, creation, and
the like (Grace, in Luitel, 2002). Commonly speaking, the portfolio can be
viewed as a systematic and organized collection of evidence used by the teacher
and student to monitor the growth of student’s knowledge, skills, and attitudes
in a specific content area.
According to Genesee
and Upshur (in Brown, 2004:256), a portfolio is a purposeful collection of
students’ work that demonstrates their efforts, progress, and achievements in
given areas. 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 recording
of representations or demonstrations; journals, diaries, and other personal
reflections; test, test scores, and written homework exercises; notes on
lectures; and self and peer-assessments (comments, evaluation, and checklists).
It can be summarized that portfolio
is the collection of student work and documentation about the students learning
progress (i.e., the students’ task, test, performance, and activity) regularly
and continuously. Portfolio can be in form of the students’ work, the students’
answer to the teacher’s questions, anecdotal record of the students, report of
the students’ activity, and the students’ composition or journal.
2.5.1 Basic Principle of Assessment in Portfolio
Assessment Model
Portfolio assessment model relates
to a number of assessment basic principles (Budimansyah, 2002). The assessment
basic principles are:
(1)
Principle of process and
product assessment
Portfolio assessment model applies process and product of teaching
and learning. The assessment of learning processes are got from anecdotal
record about the students’ attitudes in learning, their enthusiastic, and many
others. Another aspect of process assessment is assessing structured task from
teacher whether the task is done well and seriously or not. Beside that,
process assessment can be done by viewing the report of the students’ activity
outside of school whether they have activity that supporting their learning
process or not.
(2)
Principle of periodic and
continual assessment
Assessment should be done periodic and continue. Periodic assessment
is conducted to facilitate the organization
of learning results. While the goal of continual assessment is to view the
growth and development of the students’ learning experienced.
The examples of periodic assessment
are having formative test and summative test, having structured task at the end
of a chapter, having anecdotal record in every meeting, and having the report
of student’s activity out of school once in a month. It is doing continually
from the first meeting until the end.
(3)
Principle of fair assessment
In giving assessment should pay attention to individual differences.
All of indicators in portfolio assessment are taken into consideration and each
of them is giving score, so the result is describing the process. In other
words, the student who has good learning experienced, he/she will have big
opportunity to have success.
(4)
Principle of social implication
assessment
By learning the students should come up with such asocial
implication, that means meaningful for the others. Learning is not only get a
good grade or pass the examination, but it should have implication toward the
students’ attitudes and skills. Portfolio assessment is not limited in assess
cognitive aspect, but also affective and psychomotor, involves social
implication. This learning experience is functionally needed in real life in
the future. To enter real life system is needed provisions, not only a mark or
a piece of licensed.
2.5.2 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
2.
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
|
1 komentar:
wah, bagus juga blognya gan, kalo bisa diperbanyak lagi referensiya.
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