Digital Portfolio Assesment: A Self-Reflection Way for Teachers and Special Need Students

Redite Kurniawan; Khusniatul Khukmi

doi:10.17977/um005v7i22023p230

Digital Portfolio Assesment: A Self-Reflection Way for Teachers and Special Need Students

Redite Kurniawan, Khusniatul Khukmi

Abstract

Technology and the internet are useful in learning recently. One of them is through digital portfolio assessment as a whole part of learning for special needs students. The purpose of this study is to find out a theory that digital portfolio is not only useful for figure out the progress of achievement of special needs students, but also become a way of self-reflection for teachers and students in learning. The method used in this study was a grounded theory approach with the following steps: 1). Theorization of research by collecting theories on portfolio/digital portfolio assessment as well as self-reflective teachers and students in inclusive school, 2). Collecting data and relevant theoretical samples to the topic, 3). Data analysis to produce a new theory. The results showed that the digital portfolio assessment benefits for increasing the achievement of the development of special needs students as well as self-reflection for teachers and special needs students. As a self-reflection, digital portfolio assessment fulfills the following elements: 1). Increase emotional intelligences, 2). Connecting knowledge and feelings with learning experiences, 3). Emotional engagement with learning experiences.

Keywords

digital portfolio assessment; self-reflection learning; special need students

Full Text:

PDF

References

Alajmi, M. M. (2019). The impact of E-portfolio Use on the development of professional standards and life skills of students: A case study. Entrepreneurship and Sustainability Issues, 6(4), 1714. https://doi.org/10.9770/jesi.2019.6.4(12)

Bryant, S. L., & Timmins, A. A. (2002). Using portfolio assessment to enhance student learning. The Hong Kong Institute of Education, Hong Kong, China.

Clancy, M., & Gardner, J. (2017). Using Digital Portfolios to Develop Non-Traditional Domains in Special Education Settings. International Journal of EPortfolio, 7(1), 93–100.

Colomer, J., Serra, T., Cañabate, D., & Bubnys, R. (2020). Reflective learning in higher education: Active methodologies for transformative practices. In Sustainability (Vol. 12, Issue 9, p. 3827). MDPI. https://doi.org/10.3390/su12093827

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

Ebil, S., Salleh, S. M., & Shahrill, M. (2020). The use of E-portfolio for self-reflection to promote learning: A case of TVET students. Education and Information Technologies, 25(6), 5797–5814. https://doi.org/10.1007/s10639-020-10248-7

Frey, J. R. (2019). Assessment for special education: Diagnosis and placement. The ANNALS of the American Academy of Political and Social Science, 683(1), 149–161. https://doi.org/10.1177/0002716219841352

Glor-Scheib, S., & Telthorster, H. (2006). Activate Your Student IEP Team Member Using Technology: How Electronic Portfolios Can Bring the Student Voice to Life!. Teaching Exceptional Children Plus, 2(3), n3.

Hedberg, P. R. (2017). Guiding moral behavior through a reflective learning practice. Journal of Management Education, 41(4), 514–538. https://doi.org/10.1177/1052562917695199

Helyer, R. (2015). Learning through reflection: The critical role of reflection in work-based learning (WBL). Journal of Work-Applied Management, 7(1), 14–27. https://doi.org/10.1108/JWAM-10-2015-003

Ismaeel, D. A., & Al Mulhim, E. N. (2019). Impact of e-learning strategies to design e-portfolio on achievement motivation and product quality. International Journal of Distance Education Technologies (IJDET), 17(2), 59–73. https://doi.org/10.4018/IJDET.2019040104

Jex, E. (2019). An Assessment of Self-Determination Skills in Transition-Age Students with Disabilities Following Instruction Using the My Transition Portfolio Program [PhD Thesis, Utah State University]. https://doi.org/10.26076/rzx4-eq62

Kurniawan, R. (2019). Implementation of Religious Values on Individual Education Program (IEP) Based in Islamic Elementary School. JPK (Jurnal Pendidikan Khusus), 15(1), 1–8. https://doi.org/10.21831/jpk.v15i1.26134

Lam, R. (2018). Portfolio assessment for the teaching and learning of writing. Springer.

Machado, A. C. T. A., & Boruchovitch, E. (2021). Teacher education: Effects of a self-reflective intervention program on socio-cognitive theories of motivation. Pro-Posições, 32. https://doi.org/10.1590/1980-6248-2020-0101EN

Mitchell, D. R. (2004). Special educational needs and inclusive education: Assessment and teaching strategies (Vol. 3). Taylor & Francis.

Moon, J. A. (2013). A handbook of reflective and experiential learning: Theory and practice. Routledge. https://doi.org/10.4324/9780203416150

Nehru, N. A. (2020). Asesmen Kompetensi sebagai Bentuk Perubahan Ujian Nasional Pendidikan Indonesia: Analisis Dampak dan Problem-Solving Menurut Kebijakan Merdeka Belajar [Competency Assessment as a Form of Change in the National Examination of Indonesian Education: Impact Analysis and Problem-Solving According to Merdeka Belajar Policy]. Universitas Islam Balitar Blitar.

Noguera, I., Guerrero-Roldán, A., Peytcheva-Forsyth, R., & Yovkova, B. (2018). Perceptions of students with special educational needs and disabilities towards the use of e-assessment in online and blended education: Barrier or aid. Proceeding from 12th International Technology, Education and Development Conference, Valencia, Spain, 5–7. https://doi.org/10.21125/inted.2018.1157

Paris, S. G., & Ayres, L. R. (1994). Becoming reflective students and teachers with portfolios and authentic assessment. American Psychological Association. https://psycnet.apa.org/doi/10.1037/10158-000

Perner, D. E. (2007). No Child Left Behind: Issues of assessing students with the most significant cognitive disabilities. Education and Training in Developmental Disabilities, 243–251.

Pratika, T. W. (2019). Asesmen Siswa Berkebutuhan Khusus di SD Inklusi: Studi Deskriptif [Assessment of students with special needs in inclusive primary schools: A Descriptive Study]. Skripsi. Universitas Sanata Dharma Yogyakarta.

Sakina, A. I. (2020, November 10). Cara Menyusun Portofolio Bagi Pemula [How to Build a Portfolio for Beginners]. Ziliun.

Setiadi, H. (2016). Pelaksanaan penilaian pada Kurikulum 2013 [Implementation of assessment in the 2013 Curriculum]. Jurnal Penelitian Dan Evaluasi Pendidikan, 20(2), 166–178. http://dx.doi.org/10.21831/pep.v20i2.7173

Shea, T., & Parayitam, S. (2019). Antecedents of graduate student satisfaction through e-portfolio: Content analysis. Education+ Training.

Sugiyono, D. (2013). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan R&D [Educational research methods quantitative, qualitative and R&D approaches]. Bandung: Alfabeta

Suherman, E. (2007). Asesmen Portofolio. Educare.

UNESCO. (2021). Inclusion in education | UNESCO.

United Nation. (2006). Convention on the Rights of Persons with Disabilities (CRPD).

Amka, A., Mirnawati, M., & Damastuti, E. (2023). Analysis of the Influence of Culture, Policy, and Practice Index on the Quality of Inclusive School Education in South Kalimantan. Journal of ICSAR, 7(1), 44-50. http://dx.doi.org/10.17977/um005v7i12023p44

Ediyanto & Norimune Kawai (2023) The measurement of teachers’ attitudes toward inclusive education: An empirical study in East Java, Indonesia, Cogent Education, 10:2, https://doi.org/10.1080/2331186X.2023.2229014

Ediyanto, E., Ramadhani, R., Fitrasari, B., Kenila, E., Sunandar, A., Hastuti, W., & Suhendri, S. (2023). The Problems in the Implementation of Inclusive Education in Primary Schools. Journal of ICSAR, 7(1), 1-9. http://dx.doi.org/10.17977/um005v7i12023p1

Ediyanto, E., Maulida, R., Atika, I. & Kawai, N.(2020).The Pre-Service Teachers’ Attitudes Towards Inclusive Education: An Empirical Study in Yogyakarta City, Indonesia. Discourse and Communication for Sustainable Education, 11(1) 65-73. https://doi.org/10.2478/dcse-2020-0007

Iswari, M., Armaini, A., Zulmiyetri, Z., Nurhastuti, N., & Safaruddin, S. (2023). Developing Instrument for Measuring the Implementation of Inclusive Education in Universities. Journal of Education for Sustainability and Diversity, 2(1), 94–100. https://doi.org/10.57142/jesd.v2i1.67

Junaidi, A., Dewantoro, D., Shanti, P., & Rahmita, G. (2022). Inclusive Education in Higher Education: Baseline Study at Universitas Negeri Malang. Journal of ICSAR, 6(2), 196-204. http://dx.doi.org/10.17977/um005v6i22022p196

Kartini, A., & Aprilia, I. D. (2022). Challenges and Opportunities for Regular Teachers in the Implementation of Assessments for Students with Special Needs in Inclusive Education Provider School. Journal of Education for Sustainability and Diversity, 1(1), 29–38. https://doi.org/10.57142/jesd.v1i1.4

Wulan, R., & Sanjaya, W. (2022). Developing Positive School Climate for Inclusive Education. Journal of Education for Sustainability and Diversity, 1(1), 54–66. https://doi.org/10.57142/jesd.v1i1.6

DOI: http://dx.doi.org/10.17977/um005v7i22023p230