FOREWORD

Praise and thanksgiving to God Almighty, because of His blessings and

grace so that the author can complete the Critical Book Review task Authentic
Assessment course. The author is grateful to Mr. Sabani, S.Pd., M.Si for
providing guidance.
The author also realizes that this task has many shortcomings, therefore the
authors apologize if there are errors in writing and the authors also expect
constructive criticism and suggestions for the perfection of this task.
Finally, the author would like to thank you, hopefully it can be useful and
can increase knowledge for readers.

Medan, 10 October 2020

Group 3

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 Table of contents
FOREWORD..........................................................................................................1
CHAPTER 1............................................................................................................3
PRELIMINARY......................................................................................................3
1.1 Purpose of Writing CBR...........................................................................3
1.2 Book Identity.............................................................................................4
1.2.1 Main Book Identity............................................................................4
1.2.2 Main Book Identity.................................................................................4
CHAPTER II..........................................................................................................5
DISCUSSION.........................................................................................................5
2.1 Briefly........................................................................................................5
2.1.1 Main book summary..........................................................................5
2.1.1 Comparison book summary...............................................................9
2.2 Criticism of books...................................................................................16
CHAPTER III......................................................................................................17
CLOSING.............................................................................................................17
1. Conclusion..................................................................................................17
2. Suggestion...................................................................................................17
REFERENCES.....................................................................................................17

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 CHAPTER 1
PRELIMINARY

1.1 Purpose of Writing CBR

1. Complete compulsory CBR assignments in the Authentic Assessment
course.
2. Add insight and add value in the Authentic Assment course.
3. Improve and train yourself to think critically in finding information in
books.
4. Search and find out the information in books.
5. Comparing book contents from various things.

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 1.2 Book Identity
1.2.1 Main Book Identity
Title : Teaching With Revised Edition Printing Portfolio III
Year : 2013
Author : Dr. Yuliani Nurani Sujiono, M.Pd
Publisher : PT Index
Page : 170

1.2.2 Main Book Identity

Title : Portfolio Assessment

Year : 2019
Author : Moch Abduh
Publisher : Educational Assessment Center
Page : 25

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 CHAPTER II
DISCUSSION
2.1 Briefly
2.1.1 Main book summary
Chapter 1 The Nature of a Portfolio
Different Types of Portfolios
• Documentation Portfolio
• Process Portfolio
• Showcase Portfolio
Characteristics of an Effective Portfolio
Although there are different types of approaches to portfolio development,
however, there are some main characteristics that can describe the effectiveness of
portfolio utilization, namely:
1. Clearly reflects the learning outcomes of students identified in the core
curriculum, where students are expected to learn it.
2. Focusing on the learning experience of students which is based on performance
(performance-based learning experience), as well as the acquisition of key
knowledge, skills and attitudes.
3. Contains examples of work covering all jobs within a certain period of time

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4. Contains specific jobs that represent a variety of different measuring tools.
5. Contains various examples of work and evaluations of the work by students,
friends, teachers, even possible reactions from parents.
Use of Portfolios in Education
1. Portfolio as Competency Measurement / Accreditation Tool
2. Portfolio as Learning Model and Strategy
3. Portfolio as a Learning Outcomes Assessment Tool

Chapter 2 Semester Credit System

The semester credit system is an education administration system in which the
study load of students, the workload of teaching staff, and the burden of
administering educational institution programs are stated in semester credit units.
The number of semester credit units given for courses / lessons or other teaching
and learning process activities is the amount of recognition for the success of the
effort in completing the academic activity concerned. In one academic activity, it
is considered not only scheduled face-to-face activities but also activities that are
planned (structured) and carried out independently (Slameto, 1991: 115).
The semester credit system is implemented in order to enable educational
institutions to carry out the presentation of diverse and flexible study programs, as
well as to provide wider opportunities for students to choose and implement study
programs, according to their abilities, interests, and opportunities.

Chapter 3 Portfolio as Learning Model

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Chapter 4 Formulation of Portfolio Assignment Learning Models in the
Semester Credit System
PORTFOLIO ADVANTAGES AND WEAKNESSES
The advantages, the portfolio assignments given to students are useful in terms
of:
• challenging and inspiring to learn
• assist in understanding the assignment and content of the lectures given

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• by collecting and reviewing various reference sources can add insight and
competence of students
• causing motivation to explore the contents of the lecture
• The portfolio discussion is very fun and interesting
• students will be encouraged to participate actively in small groups and in class
even in a seminar
• learn something valuable about how the process of preparing a scientific paper
or thesis, especially for students in Higher Education

Slight Drawback… Besides being useful, there are also some

weaknesses during the learning process using a model
portfolio assignment learning, namely:
• limited time allocation available for preparation and refinement
portfolio files, generally students still associate with the number
assignments in other courses.
• Lack of places such as libraries or learning resource centers
can be used in obtaining reference sources or sources of information
both from electronic and non-electronic media.
• The amount of costs that must be incurred in compiling the portfolio file is
considered
large enough.

Chapter 5 Development & Application of the Portfolio Assignment Learning

Model
Portfolio Assignment Learning Model Development Procedure
In order to obtain an effective and efficient portfolio assignment learning
model, a learning developer needs to follow the following procedure:
1. Formulating the ultimate goal of learning
2. Make a Learning Task Analysis Chart
3. Identify the behavior and characteristics of the initial students
4. Formulating Specific Learning Objectives / Indicators
5. Developing an Evaluation Tool

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 6. Developing a Portfolio Assignment Learning Strategy
7. Develop Learning Programs
8. Compiling and Implementing a Summative Evaluation

Chapter 6 Application of Portfolio Assignment Techniques in the Learning

Process
Portfolio Assignment Strategy Development Steps
a. Develop Outline of Learning Program (GBPP)
b. Preparation of Portfolio Assignment Techniques
Student Activities in Portfolio Assignments
a. Assignment phase
b. Task implementation phase
c. Recess phase (structured and independent tasks)
d. Responsibility phase
e. Learning Activities

2.1.1 Comparison book summary

Chapter 1 Introduction
A. Introduction
Portfolio assessment is a relatively new approach and has not been widely
used in education in Indonesia. Portfolio assessment can be used for both
formative and summative purposes. In several countries, portfolios have been
widely used in education, both for classroom and regional assessments, as well as
for national assessments.
There are various kinds of portfolios. Portfolios can differ in terms of
content, whether all student work or specific work. In addition, portfolios can
differ in terms of function, whether for formative or summative assessment. For
formative or diagnostic assessments, generally the work results that are included
are all student work, either in draft or semi-finished or as a final result. For
summation, not all results are included, only work relevant for the assessment is
included in the portfolio.
B. Portfolio Scope
Student learning outcomes that can be included in a very broad portfolio, include:

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1. the development of student understanding over a certain period of time (for
example, a portfolio that includes an initial outline, rough drafts, structure
criticism, and writing finalization);
2. understanding of many of the concepts and topics given (eg portfolio includes
several short writings, brief descriptions);
3. demonstrate differences in aptitude (eg portfolio includes illustrated writing
skills, combined print and non-print);
4. the ability to show work that is original (eg portfolio includes artistic / aesthetic
productions such as poetry, music, drawings, lesson plans, videotapes);
5. activities during a certain period of time and a summary of the meaning of
those activities (for example, a portfolio includes the results of activities during
an internship or a research project by adjusting existing categories, daily notes,
journals);
6. the ability to display in a variety of contexts a particular place;
7. the ability to integrate theory and practice;
8. reflection of individual values, new world views or philosophical orientation.

C. Portfolio Function and Purpose

The portfolio serves to determine the development of student competencies.
Portfolios provide follow-up material for work that students have done, so that
teachers and students have the opportunity to develop their abilities.
Portfolio objectives are set based on what to do and who will use the type of
portfolio. In classroom assessments, portfolios can be used to achieve several
goals, including:
1. know the development experienced by students;
2. documenting the learning process that is taking place;
3. pay attention to the best student performance;
4. reflects the ability to take risks and carry out experimentation;
5. increase the effectiveness of the learning process;

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6. exchange information with parents / guardians of students and other teachers;
7. fostering and accelerating the growth of positive self-concepts in students;
8. improve the ability to do self-reflection; and
9. assist students in formulating goals.

D. Portfolio Principles
There are several principles that need to be considered and used as guidelines in
the use of portfolio assessment in schools, including:
1. Mutual trust between teachers and students
2. Confidentiality between teacher and students
3. Joint ownership between students and teachers
4. Satisfaction
5. Conformity (relevance)
6. Process and outcome assessment
7.
Chapter 2. Work Portfolio Assessment
A working portfolio is a collection of work results in a subject or
competency for a certain period of time. The work portfolio has a formative and
diagnostic function. For students, work portfolios as material for student
reflection; for teachers as teacher input to help students identify weaknesses,
strengths, and design strategies to help students achieve expected competencies.
1. Fill in the Portfolio
The material included in the work portfolio should be a student initiative and
monitored by the teacher. Students select collections that they think are
appropriate for inclusion in the portfolio, but the teacher needs to ensure that these
collections or materials are relevant to the competencies that are the focus of the
portfolio and sufficient to demonstrate the development of these competencies.
A work portfolio can consist of: 1) introduction, 2) table of contents, 3) self-
assessment results or reflections, and 4) journals or student diaries or periodicals
on a topic. An introduction or overview of their portfolio and comments on the
selected work. This will help students to focus more on their thoughts. The table

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of contents is also useful for helping students reflect on the material on the
selected work results.
2. Portfolio Development
After determining and ensuring that each student has made and selected a
portfolio file, then it is necessary to determine how to collect and arrange it in the
portfolio files that have been provided, then determine where and how to store it.
Portfolios can also be stored in digital form, which is known as an e-portfolio.
3. Teacher and student meetings (portfolio conference)
The most important thing in the work portfolio is the meeting between teachers
and students. The teacher is expected to hold regular portfolio meetings with each
student, at least two or three times during the semester. The meeting is to discuss
various things related to the materials that have been collected by each student and
what can be learned in the process undertaken by students. With this meeting the
teacher can jointly see student progress and provide input to students if deemed
necessary. During the meeting the teacher pays full attention to the selection of
student work.
4. Teacher's notebook
The teacher needs to prepare a special book for making various portfolio notes. In
the book a variety of information is recorded, for example the identity of each
student and the developments experienced by each student.
5. Parental Involvement
At the end of the school year a meeting is held with parents / guardians of
students. On this occasion, parents / guardians of students can view and
communicate about the information available in their child's portfolio files.
Parents also need to be asked for their responses to the information obtained from
the portfolio file. This activity is also considered very important, in order to
involve parents' participation to increase cooperation between schools and parents.
6. Involvement of Learning Partners
On a regular basis, for example, once a week or two students can be given the
opportunity to exchange portfolio files with classmates for approximately, for
example, five to ten minutes. Students are given the opportunity to see each other
and write positive notes or constructive suggestions if they think it is necessary to

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include positive responses and constructive suggestions. This is one of the
positive things in order to develop student opinions on the work of others.

Chapter 3. Documentation Portfolio

A documentary portfolio is a collection of student work on a subject in a
certain period of time, which is specifically used for assessment. Unlike a work
portfolio which contains all work results, both semi-finished and finished ones;
the documentation portfolio contains only the best selected work results submitted
for assessment. The use of the documentation portfolio as a source of evidence of
student achievement in a subject depends on the extent to which the portfolio
content represents the achievement of learning objectives, and the extent to which
the portfolio content shows the strengths and weaknesses of students in that
subject. For this reason, several things need attention in developing a
documentation portfolio.
1. Fill in the relevant portfolio
2. The sources of evidence are diverse
3. Wide scope of work
4. Participation of students in selecting portfolio contents
The documentation portfolio contains evidence of student work using various
assessment methods. The portfolio can consist of written test results, practical
assessment results, and project assignments. To assess the contents of these various
portfolios, the criteria used can also be different. For example, a music portfolio,
for example, consists of works in the form of student compositions and some
evidence of student performance during one semester, for example writing in the
form of criticism of a work, written tests, other assignments. To assess the
composition of a student's creation, the assessment criteria used, for example,
authenticity, completeness of the composition, and accuracy of notation in the
composition. However, for evidence of other student performance other criteria are
used. Another example for an Indonesian subject, a portfolio might consist of
written test results, student writing and student presentation videos. Different
scoring criteria need to be prepared for different types of work.

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Chapter 4. Portfolio Options
The showcase portfolio is used to show the best results produced by
students in a particular subject or competency. Unlike a documentation portfolio
that contains evidence of the process of producing a product, the selected portfolio
contains only products that have been completed. The selected portfolio does not
contain evidence of work processes, improvements, and product enhancements.
The selected portfolio is used for summative purposes such as selection,
certification, or class assessment. For portfolios that are used in the context of
high stakes (which have major implications for students), the issue of validity,
including the issue of authenticity, is whether the work displayed is indeed student
work, needs to be a concern. Likewise, the issue of reliability, among others, is
that consistency between assessors is important.
The elective portfolio is designed to assess students' best performance in a
particular competency. The use of selected portfolios for summative assessment
purposes depends on two things:
1) the relevance of the portfolio content to the competencies being measured;
2) the authenticity of the product or student work
In order for summative assessment to provide valid information,
assessments carried out by different assessors must be consistent and fair for each
student. For that consistency between assessors is needed. One way to improve
consistency between assessors is to formulate specific criteria that will be used in
portfolio assessments.
The following are the expected assessment criteria:
1. Developed in accordance with the indicators of achievement of learning
outcomes.
2. Covers a clear range of abilities ranging from poor abilities to good abilities.
3. Easily communicated to students, parents, or other parties so that they can
easily understand the intended criteria.
4. Fair for students from various backgrounds.
5. Can be used by anyone (different teachers) and can produce the same meaning
for the same work.

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Chapter 5. Designing Portfolio Assessments
To achieve the objectives, the contents of the portfolio should be relevant to the
objectives of the assessment and reflect the competencies being assessed. For that
teachers need to consider several things:
1) What type of evidence or material was included? Will the self-assessment, the
results of the open-ended questions, written papers, audio-based, video-related
work results be used as part of the portfolio assessment? Can the group work also
be included?
2) How much evidence was included? Is it mostly student work or only a few?
Who chooses the contents of the portfolio? Are teachers or students or
both together? For the purpose of encouraging the development of the ability to
conduct self-assessment and reflection, giving students the opportunity to choose
is the right step. The teacher can then provide input through the discussion
process. Through the discussion process, a mutual agreement can be reached on
the evidence or material that needs to be collected, how to collect it, the
assessment criteria and the weight of the assessment if needed for each of the
student's work. This is important so that students have the opportunity to state any
difficulties or problems they might face when collecting these materials. But more
importantly than that,
Another thing that also needs to be considered is how the portfolio is and
how it is managed. Are the contents of the portfolio stored in a folder in the
classroom cupboard or kept by students; or in digital form (e-portfolio)? Also
need to consider who has access to the portfolio?
To be able to provide useful information, assessments carried out
on student portfolios need to be tailored to the objectives or form of the portfolio.
For work portfolios that have formative or diagnostic purposes, assessments are
carried out to obtain information about student development. For these purposes
self-assessment, student self-reflection is important, as are teacher and student
discussions discussing student progress. The teacher's assessment is more about
being able to provide input to students to achieve goals or mastery of
competencies. Meanwhile, for summative purposes, especially high stakes, for

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example the results of certification, selection, and assessment to obtain valid
information about student achievement, the objectivity of the results is important.

2.2 Criticism of books

1. In the main book, portfolio assessment is only carried out by the teacher
while according to the comparative book, the assessment will be carried
out by the teacher and students can make an assessment of themselves so
that students can reflect on the performance that has been done during the
learning process.
2. In the comparison book it is also said that the assessment involves parents
and peers where parents are also asked for their responses to the
information obtained from the portfolio documentsthat have been made by
their children and their peers will conduct an assessment by exchanging
portfolio documentsthen will provide comments on the files her friend's
portfolio. while in the main book the assessment is only centered on the
teacher.
3. Both the main book and the comparison book both state that portfolio
assessment is carried out throughout the learning process starting from the
beginning of learning until the output is produced
4. Both the main book and the comparison book both state that the
assessment is carried out not only to determine the success of students in
learning, but also to assess the progress of learning and the efforts made by
students during the process. Where in the learning process each student
progresses differently. Thus, in the book it is emphasized that the portfolio
assessment assesses each student based on their respective achievements,
taking into account individual differences as well.
5. According to the main book and assessments can be done by means of
written assessments by carrying out written tests and assessments based on
oral or observations, while according to the comparative book,
assessments can be done using the cehcklist system, anecdotes, scorring,
interviews, and observations.

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 CHAPTER III
CLOSING
1. Conclusion
From the book criticism above, it can be concluded that the main book
discusses one of the various portfolio assessments. This comparison book
discusses portfolio assessment in general and can be applied to various types of
portfolios where it will be very helpful for educators who want to carry out
portfolio assessments of their students.

2. Suggestion
From the two books above, both the main book and the comparison book
are very good and really help educators to carry out portfolio assessments.
However, it would be better if both books were equipped with more examples of
portfolio assessment rubrics. So, it makes it easier for beginners who want to use
portfolio assessment.

REFERENCES
Abduh, Moch. 2019. Portfolio Assessment. Jakarta: Center for Educational Assessment

Sujiono, Yuliani Nurani. 2013. Teaching With a Portfolio. Jakarta: PT Index

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