CRITICAL JOURNAL RIVIEW (CJR)

“ PORTFOLIO ASSESSMENT ”

Arranged By :
Name : Nia Audina Sitanggang
ID : 4173121033
Class : Bilingual Physics 17
Course : Authentic Assessment
Lecture : Sabani, S.Pd, M.Si

PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
2020
 FOREWORD

Thank to almighty God who has given his bless to the writers for finishing the CJR
assignment with title “ Portfolio Assessment ”. The writers also wish to express their deep
and sincere gratitude for those who have guided in completed this paper, starting from
lecturers who gave input, and friends who gave advice. With the help of all our friends and
lecturers we were finally able to complete this task. Writers hope, the readers can understand
the contains of this paper. The writers hope this paper usefull for the readers.
Writers realize that this task is far from perfect, therefore, we are humbly apologizing
and expecting constructive criticism and suggestions for improvement and refinement in the
future.
Last but not least we would like to congratulate you on reading and hope that the
material in this Critical Journal Review can be as useful as possible for the readers.

Medan, 26th March 2020

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 TABLE OF CONTENT

FOREWORD i
TABLE OF CONTENT ii
CHAPTER I INTRODUCTION 1
A. Background..............................................................................................................
1
B. Objectives of Writing
CJR…....................................................................................1
C. Benefitss of Writing
CJR…......................................................................................1
CHAPTER II DISCUSSION 2
CHAPTER III CLOSING 10
A. Conclusion..............................................................................................................10
B. Suggestion..............................................................................................................10
REFERENCE 10
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 CHAPTER I
INTRODUCTION

A. Background
Technology entrepreneurship is a vehicle that facilitates prosperity in individuals, firms,
regions, and nations. The study of technology entrepreneurship therefore, serves an important function
beyond satisfying intellectual curiosity.
Previous definitions from the literature do not explore and identify: the ultimate outcome of
technology entrepreneurship; the target of the ultimate outcomes; the mechanism used to deliver the
ultimate outcomes; or the nature of the interdependence between technology entrepreneurship and
scientific and technological advances. Moreover, a new definition should explicitly link technology
entrepreneurship to the theory of the firm, entrepreneurship theory, and management theory.
In this article, the journal articles on technology entrepreneurship where these articles were
published are examined, and the various definitions of technology entrepreneurship found in the
literature are identified. A revised definition of technology entrepreneurship is proposed and its
distinguishing aspects discussed.

B. Objectives of Writing CJR

1. Complete one of the course assignments, namely Authentic Assessment
2. Add insight to writers and readers
3. Improve the critical thinking skills of the author in seeking information provided by each
chapter of the main journal

C. Benefits of Writing CJR

1. Add insight into the knowledge of Authentic Assessment
2. Makes it easier for readers to get the core of a book that has been completed with a journal
summary, discussion of the contents of the journal, as well as the shortcomings and
advantages of the journal

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 CHAPTER II
DISCUSSION

A. Journal Identity
Journal 1
Title : The Use of Portfolio to Assess Student’s Performance
Journal : Getsempena English Education Journal (Geej)
Author : Osman Birgin, Adnan Baki
Publisher : Research Assist. Firat University
Published Year : 2007
Volume : Vol 4. No 2

Journal 2 :
Title : Portofolio Asessment : Instructional Guide Using Portfolio Assessment to Enhance
Student Learning
Journal : The Hongkong Institute of Education Library
Author : Dr. Sharon L. Bryant, Dr. Andrew A. Timmins
Published Year : 2002
Publisher : Hongkong Institute of Education
Volume : Volume 9, No 8
ISBN : 962-949-110-9

B. Summary
Journal 1 :
1. Background
Curriculum is a fundamental part of educational program. It provides educators planned and
structured framework of an instructional design to achieve particular educational goals. In 2013, the
Ministry of Education and Culture published the curricullum 2013 to refine the implementation of
KTSP. The Curriculum 2013 used to improved religious tolerance as education should not only make
people smart but also to train Indonesian to be mentally tough, physically healthy, tolerant and willing
to live in harmony with others with different religions, race and tribes.
Based on Permendikbud No. 81a 2013, teachers are demanded to implement authentic assessment
as the method of assessing the students‟ competence.

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Authentic Assessment
According to O‟malley & Pierce (1996) authentic assessment is the multiple forms of assessment, that
reflects students‟ learning motivation and attitudes on instructionally-relevant classroom activevities.

Types of Authentic Assessment

According to Feuer & Fulton, there are numeruos types of authentic assessment used in
classroom today (1993). Teacher can select from a number of option to meet specific purposes or
adapt approaches to meet instructional and students needs. However, Curricullum 2013 demand
teachers to apply four kinds of authentic assessment. Those are performance assessment, portfolio
assessment, and project assessment.
1) Performance Assessment

Performance assessment is assessment tasks that require students to construct a response, create a
product or demonstrate application of knowledge.

2) Portfolio Assessment, Portfolio assessment is a purposefull colection of students work that is

intended to show progress over time (O‟malley & Pierce, 1996). The portfolio may includes samples
of students works, usually selected by the students, or by the students and the teacher to represent
learning based on the instructional objectives.

3) Project Assessment, Project assessment is activities of assessing students tasks which have to be
finished within a period of time. The tasks is in the form of investigation starting from the planning,
data gathering, organizing, data analysis and data presenting.

2. Methodology
This thesis is a case study which was conducted at one of Senior High School in Aceh Barat Daya.
It attemts to find teacher‟s difficulty in implementing authentic assessment to assess students‟ English
competence based on curriulum 2013. Creswell (2003) defines a case study as “a study which explore
processess, activities and events”. Furthermore, Nunan and Bailay (2009) state that “a case study
explores and describes the context as an esential part of understanding the phenomenon under
investigation”. Based on those definition, a case study is a research method which include in-depth
investigation about a phenomenon or issue by describing the processes and activities happen in the
current issues.
Gathering data is an essential part in conducting research. In this research, interview, classroom
observation and document check were applied to obtain the data.
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 The researcher interviewed the English teacher as the practioner in the assessment process,
capture the situation in the classroom by using classroom observation and explore the written
regulation of the school assessment by applying document check technique.

3. Result
Teachers’ Difficulties in Implementing Authentic Assessment
Implementing authentic assessment (portfolio, performance, and project assessment) in assessing
students‟ English skills competence is quite challenging for the English teacher. She is strongly
demanded not only to comprehend the curriculum 2013 evaluation system but also to enhance their
insight about the authentic assessment theories at the time. Additionally, curriculum 2013 which
brings the English syllabus in an integrative package insists teacher to design each of the English-
speaking, listening, reading, and writing assessment effectively. Above all, managing the classroom
assessment activities and scoring the result of the students‟ task are the two most complicated duties
to administer since English subject should be assessed in three domains of competencies during a
semester.

Difficulties in Applying Performance Assessment

Evaluating students‟ achievement through performance assessment is not a new strategy in the
scool. the English teacher N has been using this type of assessment even during the previous
curriculum the problem then raises since curriculum 2013 demanded teacher to use this assessment
annually at every end session of completing one basic competence. On other words, based on the
syllabus, teacher should be able to design and organize 11 performance assessments in a semester.

Difficulties in Applying Portfolio Assessment

Unlike implementing performance assessment, portfolio demanded the teacher to seriously
manage students‟ tasks. The firs difficulty to deal with portfolio was monitoring students‟ work
originality. It almost impossible for teacher to check her students one by one just to prove that they
did it by themselves. Sometimes teacher got more confuse when students submitted closely similar
tasks since it exacerbates the scoring validity. Another case was that the English teacher could not
maximally help students when they experience problems in doing the task at home. For high
achieving students it‟s no matter to rely on their independency but the low achiever might probably
need more intensive assistant.

Difficulties in Applying Project Assessment

Project assessment ideally enables students to demonstrate all aspects of their English skills.
Unfortunately, it also caused problems in many ways.
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English teacher mentioned that it was hard to rely on students responsibility for their job and
even and even almost impossible to ensure that every students took the same part on doing the tasks.
Nevertheless, the low achieving students tend to be more active compared to low achievers who
frequently neglected their task which afterward might turn to group conflict. Conversely, the high
achievers might dominate the work without assisting the others. In other words, the group failed to
increase the works.

Techniques to Overcome Problems in Implementing Authentic Asessments

The English teacher of the school fully understands that implementing tauthentic assessments
to assess students” English skills would be challenging and needs much effort to accomplish.
However, as a professional teacher, she was responsible and committed to conduct the effective
assessments process. Despite the complicated procedure, the English teacher n kept on working hard
to find out the appropriate techniques or tricks to minimize the difficulties and to overcome the
problems. She stated that “each type of assessments result different problems”. Therefore, she always
tried to prepare, administered and scored students well.

4. Conclusion and Discussion

The process of implementing authentic assessment in English instruction based on curriculum
2013 in SMA still did not run effectively. The English teacher seemed to experience some constrains
in applying performance, portfolio and project assessment.
Based on the findings, the English Teacher has generally understood both the concept of
assessment system of curriculum 2013 and the idea of authentic assessment but they have not yet in
depth insight about this type of assessment. Similarly, the assessment method was quite complex and
time consuming so that teacher confused and shifted her focus on teaching to mostly assessing. Above
all, managing the classroom assessment activities and scoring the result of the student‟s task were the
two most complicated duties to conduct since English subject should be assessed in three domains of
competency during a semester.
Additionally, not all problems with fairness and in using multiple choice tests with English
language learners are solved by shifting to authentic assessment. In fact, some new difficulties might
be introduced. One problem is that:
The performance called for in authentic assessment is often highly language dependent, either oral or
written. English students might be at disadvantages in responding to this type of questions, depending
on their level of proficiency in English; a second problem is that the response involves complex
thinking skill. (Newman, 2007)
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Many students have not had the opportunity to learn how to express thinking skills in the
English because they are continually exposed to curricula that focuses on basic skills in the English
language. Third, authentic assessment is often used to measure students‟ knowledge in depth in a
particular area. English students who have limited opportunities for exposure to the full of curriculum
might easily find the knowledge and skills that they do poses missed altogether.
The findings indicated that the English teeacher was still experiencing many difficulties in
administering the assessments. Organizing student‟s portfolio binder was full of meticulous details
which frequently caused students miss-inserting tasks. Performance assessments, on the other hand,
were very hard to manage due to the limited time and the complicated scoring procedure. While the
validity of the project assessments was relatively poor as, within a semester, student‟s works in the
same group where the high-achieving students tend to dominate the assignments.

Journal 2 :
1. Background
Nowadays, the rapid increase in the technological innovations and the changes in social construct
have made it essential to look for different qualities in individuals (Kutlu, Doğan, & Karakaya, 2010).
Hence, rather than individuals who can memorize information, the importance of those who can use
it, question and discuss, and solve problems with this information has gained significant value
(Akınoğlu, 2009; Güneş, 2010; Şentürk & Baş, 2010). As a result of this, one of the main purposes of
today’s education is to raise individuals who have the ability to solve problems. (Çevik, 2011;
Saracaloğlu, Serin, & Bozkurt, 2001; Karacaoğlu, 2011; Kutlu et al., 2010). According to Gagne
(1985), the ultimate purpose of educational programs is to train students how to solve the problems
they might face both in school-related topics and throughout their lives (Senemoğlu, 2005). Teachers
have the most important responsibility in training and developing such problem-solving skills in their
students (Polat & Tümkaya, 2010; Çevik, 2011; Bingham, 1998). But teachers are expected to have
effective problem-solving skills to fulfill this responsibility (Polat & Tümkaya, 2010). The abilities to
solve problems can efficiently be taught with problem-solving training (Çevik, 2011).
Research Methods, on problem solving skills of classroom prospective teachers. The research
questions to be
answered are as follows:
a. Is there a significant difference between the pre-test and post-test scores based on problem-
solving skills of an experimental group, who were educated with authentic assessment approach
and traditionally educated control group?
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b. Is there a significant difference between post test scores of the experimental group who were
educated with authentic assessment approach, and the traditionally educated control group when
their pre-test scores are controlled?

2. Methodology
a. Research Model
In this study a quasi-experimental nonequivalent control group model was used. The quasi-
experimental nonequivalent control group model is one of models most commonly used in
educational sciences, which has pre-test, post-test, experiment and control group. However, groups
may not be equal prior to the experiment. Groups are naturally formed and the participants are
carefully regarded to have similar qualifications. The experimental and control groups are randomly
assigned (Campbell & Stanley, 1963; Karasar, 2009).
b. Research Group
The participant groups of the study consisted of sophomore prospective teachers at Dicle
University Ziya Gökalp Education Faculty Classroom Teaching Department during the 2013-2014
academic spring term. The two classrooms in the department were randomly assigned as the
experimental group (Group B) and control group (Group A). The experimental group included 42
prospective teachers, while the control group had 44 prospective teachers. However, because one of
the control group participants (a female prospective teacher) did not take part in the post test, the
analysis included only 43 participants.
c. Data Collection Tools
In this study, data were collected using the “Problem Solving Inventory” (PSI) was used. PSI was
developed by Heppner & Petersen (1982), and adapted to Turkish by N. Şahin, N. H. Şahin, and
Heppner (1993). PSI is a self-report with 35 items and 1-6 Likert type scale which measures self-
perception about individual’s problem-solving skills. On each item, the individuals are asked how
often they act the same way as indicated on each scale item. The options are “(1) I always act like
that”, “(2) I frequently act like that”, “(3) I often act like that”, “(4) I sometimes act like that”, “(5) I
rarely act like that” and “(6) I never act like that”. The items 9, 22 and 29 are excluded from scoring.
The scoring ranges from 32 to 192. A higher score indicates that the individual perceives him/herself
inadequate in problem solving skills (Şahin et al., 1993; Şavaşır & Şahin, 1997).
d. Data Analysis
Demographic variables for prospective teachers were analyzed in percentage and frequency
analysis. Mean and standard deviation of pre-test and post-test scores for experimental and control
groups obtained from the data collection tool were calculated. In order to determine whether the data
obtained from data collection tool shows normal distribution or not, Komogorov-Smirnov test was
done.
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3. Result
Table 3 presents the difference between pre-test and post-test scores for problem solving skills of
the experimental group to whom activities based on authentic assessment approach were assigned,
and of the control group to whom traditional teaching practices and assessment were assigned.
Paired-samples T-Test scores for the difference between pre-test and post-test scores based on
problem solving skills of experimental and control groups

Table 4. Averages for problem solving skills post test scores of experimental and control groups based
on adjusted pre-test scores

Analyzing Table 4, it can be seen that based on their adjusted pre-test scores, the average post test
scores of the experimental group for problem solving skills is 70.06 and the control group is 78.73.

Table 5. ANCOVA test results of experimental and control groups post-test averages based on their
adjusted pre-test scores

4. Conclusion and Discussion

Analyzing the first sub-problem of the study, the comparison of pre-test and post-test scores
for problem-solving
skills of the experimental group indicate a positive result in favor of post-test scores. In other words,
there has been a significant increase in the perception for problem solving skills of the experimental
group compared to their conditions prior to the study.
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The significance of the difference for Eta-square is moderate. In contrast, there has been statistically
no significant difference between pre-test and posttest scores for problem solving skills of the control
group. Examining findings for the second sub-problem of the study, there has been a significantly
positive difference between the experimental group and the control group in favor of the experimental
group when their posttest scores for problem solving skills were adjusted according to pre-test scores.
Determined according to Eta-square value, the significance of this difference is moderate. Analyzing
findings for the first and second sub-problem, authentic assessment approach is observed to have a
positive impact on prospective teachers’ perception of problem solving skills, but traditional
education and assessment is observed to have no significant impact on this perception. In other words,
it can be interpreted that the tasks based on authentic assessment approach have been more effective
in the improvement of prospective teachers’ problem solving skills than traditional education and
assessment tasks in their Scientific Research Methods classes.
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 CHAPTER III
CLOSING

A. Conclusion
According to O‟malley & Pierce (1996) authentic assessment is the multiple forms of
assessment, that reflects students‟ learning motivation and attitudes on instructionally-
relevant classroom activevities. Particularly, in implementing the authentic assesment,
teacher should apply some criteria which related to the activities of constructing knowledge,
observing, trying new concept and student‟s achievement outside the school. This kind of
assessment is highly relevance with the implementation of curiculum 2013 as its ability to
describe the progress of students performance such as in observing, reasoning, trying and net-
working. The tendency of authentic assessment in the use of contextual and complex tasks
enables students to show their more-authentic competences. According to Feuer & Fulton,
there are numeruos types of authentic assessment used in classroom today (1993). Teacher
can select from a number of option to meet specific purposes or adapt approaches to meet
instructional and students needs. However, Curricullum 2013 demand teachers to apply four
kinds of authentic assessment. Those are performance assessment, portfolio assessment, and
project assessment.

B. Suggestion
As good as these two journals use more figure to explain the material. It’s help the reader
to understand the topic easier. Both of these journals are essentially excellent as a guide to
understanding the material of “ Authentic Assessment ”. The writer apologizes for many
mistaken including this paper. Hope this can added the knowledge of reader.

REFERENCE
Abdullah, Syahida. Ahcene, Lahsasna. 2011. The Understanding of Technology
Entrepreneurship According to Shariah Principles. International Conference on Business
and Economics Research. Volume 6. Malaysia
Campos, Héctor Montiel. Chorres,Yarissa Marcela Palma. 2016. Technological
Entrepreneurship: A Multilevel Study. J. Technol. Manag. Innov. Volume 11, Issue
3.Negocios
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