| Abstrakt: |
The Covid-19 pandemic has widely affected the administration of teaching, assessments, and the learning process at large. Online learning has been used predominantly during the pandemic. While portfolio assessment has empirically demonstrated a couple of positive points, investigations into the use of portfolio assessment during the Covid-19 pandemic can be hardly found. At the Department of English Education of Universitas Muria Kudus (EED UMK), Language Assessment Course administers the portfolio assessment consisting of (1) an individual summary of the language assessment concepts/theories, (2) group work to analyze facial and content validity, (3) group work to analyze test objects (focus tendency (mean, median, median, mode, and standard deviation, difficulty index, distinctive character, distractor effectiveness) and test reliability), and (4) individual work on developing a language test. This study aims to describe students' perceptions of the portfolio assessment at EED UMK during the pandemic. Using an open-ended questionnaire, students will examine the consistency, benefits, and benefits of using portfolio assessment. Through the narrative analysis, the results show that most of the students (86%) express their consent to using Portfolio Scoring for reasons such as compliance with health protocols, process-oriented, active learning, better organization, time flexibility, and self-initiated learning. The results imply that the portfolio assessment made it easier for students to study online while following health protocols during the pandemic. Portfolio assessment also provides flexibility in maintaining the teaching and learning process, which is either synchronous or asynchronous during the pandemic. [ABSTRACT FROM AUTHOR] |
