Development and application of portfolio assessment for the competency-based curriculum in educational technology

Abstract

Evaluation is intrinsic needs in teaching-learning activities and teaching may only be effective if it is supported by effective evaluation. Justification demand between curriculum development, teaching and assessment system becomes more demanding. In this case. alternative assessment becomes a new focus in implementing competency-based evaluation. Portfolio as an alternative has an authentic potency in assessing student learning process in constructivist perspective. The portfolio assessment is interpreted as a collection agreed by teachers and students, i.e. the proof of students learning advanced development effort, giving objective and complete information. Thus, the results may be regarded as a base to evaluate individual students comprehensively, wisely, and fairly. Implementation of competency based curriculum in technology teaching in vocational school needs teaching assessment form which may evaluate all student competency cognitive, affective, and psychomotor. The portfolio assessment may be alternative assessment to develop. However, there is much resistance faced by teachers in vocational schools lately, resulting from the number of students, the lack of teachers' comprehension about portfolio assessment usage, and the range of subject matter targets necessary in one semester. Thus. it is important to modify the development of the appropriate portfolio assessment for field conditions to give the best alternatives for the technology teaching evaluation on competency based curriculum implementation in vocational schools.