scholarly journals Challenges of Using Portfolio Assessment as an Alternative Assessment Method for Teaching English in Indonesian Schools

2017 ◽  
Vol 1 (2) ◽  
pp. 106
Author(s):  
Afrianto Afrianto
Keyword(s):  
Alternative Assessment ◽  
Teaching Effectiveness ◽  
Portfolio Assessment ◽  
Assessment Method ◽  
Teaching English ◽  
Roles And Responsibilities ◽  
Authentic Assessments ◽  
Learning Progress ◽  
Theoretical Foundations

Conducting an assessment is a part of teachers' roles and responsibilities. Assessment is a process by which teachers can get feedback for their teaching and students' learning. It can provide data about teachers' teaching effectiveness as well students' learning progress and achievement. Among many alternative authentic assessments suggested in the latest 2013 Curriculum, the portfolio is one of the recommended types of assessment used by teachers at schools lately. However, the reality shows that this portfolio assesment is not used effectively yet in the field. Instead, many teachers still rely on some kinds of traditional tests to assess students' learning. This paper discusses theoretical foundations of this portfolio assessment, followed by a discussion on how to make use of it in the field. Some challenges and possible solutions are also addressed in this paper.

scholarly journals TEACHERS’ UNDERSTANDING TOWARDS PORTFOLIO ASSESSMENT: A CASE STUDY AMONG MALAYSIAN PRIMARY SCHOOL TEACHERS

2019 ◽  
Vol 77 (6) ◽  
pp. 695-704 ◽  
Author(s):  
Kalai Selvan Arumugham
Keyword(s):  
Primary School ◽  
Alternative Assessment ◽  
Assessment Tool ◽  
Portfolio Assessment ◽  
Assessment Method ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Learning ◽  
Mathematics And Science

Alternative assessment plays an important role in gathering information about students’ learning. Introduction of new curriculum in Malaysian primary school education namely Standard Curriculum of Primary School has highlighted portfolio as an assessment tool. Therefore, research has been conducted to examine teachers’ understanding towards this new alternative assessment method. The qualitative data used in this research were gathered from three interview sessions and classroom observations. Five primary school teachers were selected as participants of this research. They are teaching core subject such as English, Mathematics and Science. Thematic analysis was conducted to examine the themes emerged to represent their understandings towards portfolio. Teachers’ understandings towards portfolio were grouped into three major themes: As students’ work collections, as feedback and improvement tools and as teaching, learning and grading tools. They used portfolio in classroom as they understood. Different understandings were revealed as these teachers are also teaching different subjects. This may be the reason why these teachers were having different understandings towards portfolio assessments. This research is significant to teachers, stakeholders, school administration and even society about portfolio assessment.

A Comparison of Disease Assessment Methods for Southern Stem Rot of Peanut

2002 ◽  
Vol 29 (1) ◽  
pp. 66-71 ◽  
Author(s):  
S. L. Rideout ◽  
T. B. Brenneman ◽  
K. L. Stevenson
Keyword(s):  
Alternative Assessment ◽  
Disease Incidence ◽  
Sclerotium Rolfsii ◽  
Correlation Coefficients ◽  
Assessment Method ◽  
Assessment Methods ◽  
Alternative Methods ◽  
Stem Rot ◽  
Disease Assessment ◽  
Time Required

Abstract Southern stem rot (caused by the soilborne fungus Sclerotium rolfsii Sacc.) of peanut (Arachis hypogaea L.) traditionally has been assessed based on the percentage of infected 30.5-cm row segments, commonly referred to as disease incidence. Several alternative disease assessment methods were evaluated in four fungicide trials during the growing season (aboveground ratings) and immediately after peanut inversion (belowground ratings). Pearson's correlation coefficients compared disease assessments and yields for all trials. Across all disease assessment methods, belowground assessments at inversion showed a stronger correlation with yield than in-season aboveground assessments. Several of the alternative assessment methods showed a stronger negative correlation with yield than did the traditional disease incidence rating. However, none of the alternative methods were consistently more precise across all assessment dates and trials. There was a significant positive correlation between many of the alternative methods and the traditional disease incidence method. Furthermore, none of the alternative methods was better than the traditional method for detecting differences among fungicide treatments when subjected to ANOVA and subsequent Waller-Duncan mean separation tests (k-ratio = 100). Based on comparisons of the time required to assess disease intensity, the traditional disease assessment method was found to be the most time efficient method of those tested in this study.

scholarly journals Exploring a Rural English Teacher’s Lived Experiences of Assessment Practices in a Blended Learning Enactment: A Narrative Inquiry

2021 ◽  
Vol 10 (4) ◽  
pp. 42
Author(s):  
Haris Sugianto
Keyword(s):  
Blended Learning ◽  
Narrative Inquiry ◽  
Lived Experiences ◽  
Alternative Assessment ◽  
Portfolio Assessment ◽  
Learning Activities ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Past Experiences ◽  
Shed Light

Although a large number of studies have put a focus on the enactment of blended learning in English as a foreign language (EFL) classroom, there is a paucity of research into the teacher’s lived experiences of how they enact assessment in the blended learning activities. To fill such a gap, this paper reports on a narrative inquiry of an EFL teacher’s lived experiences of conducting assessment during blended learning in the pandemic era. The finding of the study shed light on the ineffectiveness of the assessment practice during the blended learning enactment, particularly in the context of rural schools. Albeit the participating teacher in this study was fully engaged to conduct assessment from his past experiences, two major problems hinder such a practice: students’ unsubmitted assignments and poor Internet connection. Based on these findings, teachers are encouraged to find an alternative assessment practice during the blended learning, portfolio assessment can be an option. This suggestion is anchored by the fact that the assessment practice was not technically supported during the blended learning activities.

Psychological morbidity in ovarian cancer: An alternative assessment method

2018 ◽  
Vol 24 (1) ◽  
pp. e12143
Author(s):  
Sandra Pitts ◽  
Renee R. Phillips ◽  
Paula B. Miltenberger ◽  
Monica Bennett ◽  
Christy Tucker ◽  
...  
Keyword(s):  
Ovarian Cancer ◽  
Alternative Assessment ◽  
Assessment Method ◽  
Psychological Morbidity

scholarly journals Difficulties in Teaching English for Specific Purposes: Empirical Study at Vietnam Universities

2016 ◽  
Vol 6 (2) ◽  
pp. 154 ◽  
Author(s):  
Nguyen Thi To Hoa ◽  
Pham Thi Tuyet Mai
Keyword(s):  
Young People ◽  
Empirical Study ◽  
Teaching Effectiveness ◽  
English For Specific Purposes ◽  
Teaching English ◽  
Teachers And Students

<p>In recent years, teaching English, especially English for specific purposes at Vietnam universities has received a lot of attention from students, teachers, and relevant authorities because of not high teaching effectiveness. This results in the fact that students after graduation do not meet English requirements of employers, so unemployment becomes more serious. This is an alarming situation because English is becoming the almost indispensable communication language of young people nowadays. This empirical study consists of a survey of teachers and students at universities in Hanoi by listing the factors related to teaching English for specific purposes. Then, we give some recommendations for improving effectiveness of teaching English for specific purposes so that students can meet the English requirements for their work and lives.</p><p><br /><strong></strong></p>

STUDENT-CENTERED CLASROOM ASSESSMENT: PERCEPTION AND NEW METHODS

2019 ◽  
pp. 4-10
Author(s):  
Irini-Renika Popokammenou
Keyword(s):  
Student Perceptions ◽  
Alternative Assessment ◽  
Peer Assessment ◽  
Assessment Method ◽  
Assessment Methods ◽  
Student Centered ◽  
Teachers Perceptions ◽  
Written Comments ◽  
Teachers And Students ◽  
Improve Instruction

One of the important roles and responsibilities of teachers is to conduct assessment to assess students’ progress. The implementation of alternative assessment methods can be frustrating and rather difficult for teachers. This paper discusses teacher and student perceptions on using alternative assessment. It focuses on how young learners of English perceived three different alternative assessments: peer-assessment, conferencing and the use of students’ drawings as assessment materials. The data sources comprised classroom observations, interviews with teachers and written comments from students. Analysis of the data provided insights on how teachers choose assessment techniques in A1 and A2 level classes. Teachers’ perceptions on the specific assessment methods are discussed. The written comments from students identified how students perceived the combination of the assessment methods employed by teachers and which assessment method they favored. The results show that teachers and students have positive perceptions on alternative assessment. Students’ needs and age are important factors for selecting assessment methods and individual needs must be taken into consideration when choosing alternative assessment methods. This paper highlights the importance of alternative assessment in A1 and A2 level classes since it can improve instruction. Results on the drawings used in the study as assessment materials indicate that students value personalized assessment. Alternative assessment can be a vital component in educators’ efforts to improve education.

Acoustic-Structural Coupling in Pipework

2007 ◽  
Author(s):  
Hugh Goyder
Keyword(s):  
Acoustic Waves ◽  
Alternative Assessment ◽  
Natural Frequencies ◽  
Assessment Tool ◽  
Acoustic Resonance ◽  
Assessment Method ◽  
Structural Vibration ◽  
Simple Method ◽  
Set Up ◽  
Two Degree Of Freedom

If an acoustic resonance is set up in a pipework system then it may cause structural vibration which can lead to a catastrophic fatigue failure. An investigation is made into the coupling between acoustic waves and pipework stress with the objective of developing a simple method for determining if stresses are excessive. The analysis of the coupled acoustic and structural vibration results in a two-degree-of-freedom model with two natural frequencies and two damping ratios. This model is impractical as an assessment tool because the natural frequencies and damping ratios are either not known at all or are only known imperfectly. The model is therefore manipulated to give the stress corresponding to the most unfavourable conditions for the natural frequencies. This results in a useful assessment equation which may be used in practical circumstances. Comparisons are made with an alternative assessment method based on uncoupled behaviour.

Self-report assessment of the DSM-IV personality disorders. Measurement of trait and distress characteristics: the ADP-IV

1998 ◽  
Vol 28 (5) ◽  
pp. 1179-1188 ◽  
Author(s):  
C. K. W. SCHOTTE ◽  
D. de DONCKER ◽  
C. VANKERCKHOVEN ◽  
H. VERTOMMEN ◽  
P. COSYNS
Keyword(s):  
Factor Analysis ◽  
Personality Disorder ◽  
Personality Disorders ◽  
Alternative Assessment ◽  
Assessment Method ◽  
Self Report ◽  
Clinical Samples ◽  
Item Level ◽  
Dsm Iv ◽  
Scoring Algorithms

Background. Self-report instruments assessing the DSM personality disorders are characterized by overdiagnosis due to their emphasis on the measurement of personality traits rather than the impairment and distress associated with the criteria.Methods. The ADP-IV, a Dutch questionnaire, introduces an alternative assessment method: each test item assesses ‘Trait’ as well as ‘Distress/impairment’ characteristics of a DSM-IV criterion. This item format allows dimensional as well as categorical diagnostic evaluations. The present study explores the validity of the ADP-IV in a sample of 659 subjects of the Flemish population.Results. The dimensional personality disorder subscales, measuring Trait characteristics, are internally consistent and display a good concurrent validity with the Wisconsin Personality Disorders Inventory. Factor analysis at the item-level resulted in 11 orthogonal factors, describing personality dimensions such as psychopathy, social anxiety and avoidance, negative affect and self-image. Factor analysis at the subscale-level identified two basic dimensions, reflecting hostile (DSM-IV Cluster B) and anxious (DSM-IV Cluster C) interpersonal attitudes. Categorical ADP-IV diagnoses are obtained using scoring algorithms, which emphasize the Trait or the Distress concepts in the diagnostic evaluation. Prevalences of ADP-IV diagnoses of any personality disorder according to these algorithms vary between 2·28 and 20·64%.Conclusions. Although further research in clinical samples is required, the present results support the validity of the ADP-IV and the potential of the measurement of trait and distress characteristics as a method for assessing personality pathology.

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