Page 65 - BUKU SYNOPSIS

1) Portfolio-based Assessment

The portfolios-based writing assessment model is one of the

alternative assessment models integrated into writing instruction. Lam

(2018) asserts, "at the university level, writing portfolio assessment

serves as an exit requirement to identify whether freshmen are

competent in mastering academic writing for their coursework" (p. 3).

The portfolio procedures include collection, selection, self-

evaluation, reflection, and delayed evaluation (Burner, 2014; Lam,

2018). The instructor collects student writing for assessment and

feedback first. Students then select the finest draft to keep in their files.

The self-evaluation centers on the student's analysis of the single draft

of their writing about the prepared feedback, standards, and criteria.

Closely related to self-evaluation, reflection is a mechanism for

comprehensive planning, monitoring, and evaluating the entire

composition process. Although some academicians consider

reflection a component of self-evaluation, reflection demonstrates a

more cyclical metacognitive thought process than self-evaluation.

Last, delayed evaluation entails awarding summative grades on the

final draft before it has been effectively revised in response to

formative feedback. The portfolio assessment framework aligns with

AaL principles because it allows students to self-evaluate and self-

reflect, as described in the preceding procedure.

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