PORTFOLIO AS AN INNOVATION OF
LEARNING TOOL AND ASSESSMENT SOURCE FOR ENGLISH LANGUAGE LEARNING
These days there are
several innovations in educational theory and practice. Education has moved
from conventional teaching such teacher-center process to student-center
process. The purposes of these innovations are to develop students’ competency
and performance. To reach these purposes, there is a variety method but some
educationists choose portfolio as a good way to teach and assess students’
progress. However, quite a few teachers argued that in the implementation of
portfolio in the classroom is difficult and challenging. Nevertheless,
portfolio becomes the popular option because there are several excesses for
this program especially to evolve students’ competence and their relationship
with the community. Both are the whole things that we need in the successful
English language learning process.
A portfolio is a
purposeful collection of students’ work that exhibits students’ effort,
progress or achievement in a given area (Cameron, 2003). Portfolio is regarded
as a good learning tool and assessment source for English language learners
because the nature of portfolio involves the whole important attribute in
learning process. Brown (2004) suggested six nature of portfolio are
collecting, reflecting, assessing, documenting, linking and evaluating. According
to this opinion, teachers consider that it will be hard to reflect, assess and
evaluate every student one by one through the content of each student’s
portfolio. It will need a long time to do it. Even this program is challenging
especially in assessment process, I think that this program is more
full-filling than traditional programs because in the realization in the
classroom portfolio express students’ characteristics and identities, develop
students’ competence, and establish a relationship between students and
community. Every student has a portfolio which consists of their own creative
work. To reflect students’ progress, teacher can assess and evaluate through
the content of students’ portfolios. Teacher has to watch students’ achievement
closely and every time. Then, we all know that traditional learning causes
students lack of motivation, so portfolio program can be the good selection for
teachers because portfolio not only fosters students’ competence but also
interlace relationship between students and community. In the end of portfolio
program, there is a final element to complete the entire process namely final
exhibition. This section gives students a chance to show their portfolio in
front of peers, teacher and parents. Through this activity, student will be
motivated to do their best and band a good relationship between students and
other people. The benefit of this program is not just for students but also for
teachers. This program circumstancially trains the teacher to be the
professional one and bring into being fair assessment. Thus, teacher must do
this program seriously.
I think that these
attributes describe the whole things that we need in a learning process. When
the entire attributes are achieved, it means that the purpose of innovations
and the learning process is carried on successfully. The fact shows that
portfolio gives some potential benefits, such as foster students’ motivation,
strengthen relationship between students and community, and indicate students’ characteristic
and uniqueness.
In conclusion, portfolio offers an alternative
learning tool and assessment for English language learners that different from
the traditional program. Portfolio appears like an innovative and creative
activity for students. It will motivate students to create something new and
different from their peers. Students will be more active and excited in the
learning process. Portfolio also is the authentic source of assessment,
reflection, and evaluation that shows students progress and achievement.
Whereas in the implementation of portfolio is challenging, however this program
is full-filling process and generate accountability. It will be an interesting
and success program if teacher and students both can do this seriously.
Brown,
H. D. (2004). Language assessment: Principles and classroom practices.
New York: Pearson Education.
Cameron,
S. (2003). Using portfolio assessment: To translate rigor, relevance, and relationships to classroom learning. Arizona:
Curriculum Management System.
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