PROJECT PLAN OUTLINE

No Section Description
1 Title Developing E-Portfolio Assessment Instrument for Writing Skill at the Tenth Grade of
Senior High School in Malang
2 Author Muhammad Bayu Aji Putra Harianto
3 Background  Traditional forms of assessment, such as exams and essays, can be limited in their
ability to provide a comprehensive evaluation of students' writing skills.
 Portfolio assessment, on the other hand, provides a more holistic and comprehensive
approach to evaluating students' writing abilities.
 Portfolio can showcase a student's development in writing, which can include a
variety of writing genres to evaluate a student's proficiency across different types of
writing.
4 Objective of To create an effective and efficient method of evaluating students' writing skills that is
Project Paper informative and relevant to their progress in the form of portfolio
5 Specification Specifications for portfolio assessment instrument:
of the Test  Writing samples:
o The writing samples that students should include in their portfolios are recount
text, descriptive text, and procedure text.
o The minimum number of samples is 20 and the maximum is 30 for each text.
 Technology:
The portfolio assessment instrument uses online platform (google drive) for
submitting and storing writing samples. or an online scoring tool.
 Administration:
o The submission of the samples will depend on the course design, particularly
based on the meeting schedule.
o The feedback includes written comment, such as annotations, and will be
uploaded to the google drive link.
6 Significance Practical significance:
of the Study  Reduce bias and increase the reliability of the assessment instrument by using the
same criteria for all students (standardized assessment instrument)
 Provide teachers with a more comprehensive view of their students' writing abilities,
allowing them to identify areas for improvement and tailor their
instruction accordingly.
 Provide opportunities for students to reflect on their writing and revise their work
from teachers’ feedback
 Provide a worthwhile example of a relevant instrument for assessing students’
competency which will improve the students’ English competency
Theoretical Significance:
 Considered as a reference for conducting further research in the EFL area of
pedagogy in general or teaching of writing in particular
7 Procedure: 1. Plan and design the portfolio assessment instrument
The stages of a. Identify the types of writing tasks and the criteria
developing b. Develop a rubric to assess each writing task and criterion
the c. Determine the format and platform for the portfolio submission
assessment d. Establish guidelines and timeline for the creation and submission of the portfolio
2. Implement the portfolio assessment
a. Provide the students instruction on the writing tasks and criteria to be included in
the portfolio and guidance to revise the writing
b. Collect and review student portfolios according to the established rubric and
criteria
c. Provide feedback to students on their portfolio submissions
3. Analyze the results of the portfolio assessment
a. Identify areas of strength and weakness in student writing
b. Use the data to inform instruction and improve teaching practices
c. Evaluate student and teacher feedback on the portfolio assessment