The Use of Academic Portfolio in the Learning and Assessment of Physics Students from a Singapore Private College

Yıl 2016, , 151 - 160, 01.07.2016

Meng Kay Ling

https://doi.org/10.21449/ijate.245199

Cited By: 6

Öz

The purpose of this perspective paper is to examine the use of portfolios in the teaching and learning of physics in a Singapore private college. The paper starts with a short introduction of the types of students and the purpose of using academic portfolios in their learning and assessment. Some ideas of how portfolios can be used in the local context will also be discussed. It is necessary for teachers to know how to incorporate portfolio assessment in their daily lesson plans. At the same time, students who are studying physics at the college should also know how to use portfolios to their academic advantage. The paper also highlights three of the relevant work artifacts that can be included into the physics portfolios. The three work samples are concept-maps, internet research reports and newspaper articles reports. Concept-maps are useful tools to help students establish the connections between concepts. Internet research reports serve as important means for students to know more about how some scientific devices or technology use physics in the operations. Newspaper articles reports allow students to understand the real impact of physics on the lives of people. Subsequent sections of the paper discuss about the organizational flow of the portfolio, the timeline, the selection process, the portfolio checklist and assessment rubrics, the positive influences of using portfolios, the issues to consider and also the potential problems that physics teachers may face in implementing portfolios. These sections present the important framework which teachers can use as references for their portfolio initiatives in schools.

Anahtar Kelimeler

portfolio, portfolio, physics teaching, learning, assessment, concept-maps, internet research, newspaper articles

The Use of Academic Portfolio in the Learning and Assessment of Physics Students from a Singapore Private College

Öz

The purpose of this
perspective paper is to examine the use of portfolios in the teaching and
learning of physics in a Singapore private college. The paper starts with a
short introduction of the types of students and the purpose of using academic
portfolios in their learning and assessment. Some ideas of how portfolios can
be used in the local context will also be discussed. It is necessary for
teachers to know how to incorporate portfolio assessment in their daily lesson
plans. At the same time, students who are studying physics at the college
should also know how to use portfolios to their academic advantage. The paper
also highlights three of the relevant work artifacts that can be included into
the physics portfolios. The three work samples are concept-maps, internet
research reports and newspaper articles reports. Concept-maps are useful tools
to help students establish the connections between concepts. Internet research
reports serve as important means for students to know more about how some
scientific devices or technology use physics in the operations. Newspaper
articles reports allow students to understand the real impact of physics on the
lives of people. Subsequent sections of the paper discuss about the
organizational flow of the portfolio, the timeline, the selection process, the
portfolio checklist and assessment rubrics, the positive influences of using
portfolios, the issues to consider and also the potential problems that physics
teachers may face in implementing portfolios. These sections present the
important framework which teachers can use as references for their portfolio
initiatives in schools.

Anahtar Kelimeler

portfolio, physics teaching, learning, assessment, concept-maps, internet research, newspaper articles

Kaynakça

• Amin, M.T.B.D. (2013). Portfolio-based Physics Learning Model to Improve Critical Thinking Skills. International Journal of Education and Research. 1(9).
• Belgrad, S., Burke, K. & Fogarty, R. (2008). The Portfolio Connection.. 3rd edition. Thousand Oaks, CA: Corwin Press.
• Cakan, M., Mihladiz, G. & Gocmen-Taskin, B. (2010). How Portfolio Use Affects Students’ Learning and Their Attitudes Towards 6th Grade Science Lesson. International Online Journal of Educational Sciences, 2(2), 362-377.
• Foufa, M.H (n.d). The Student’s Portfolio as an Alternative Assessment Tool. Retrieved March 7, 2016, from the website: https://www.academia.edu/6801980/The_Students_Portfolio_as_An_Alternative_Assessm ent_Tool
• Ogan-Bekiroglu, F. & Gunay, A. (2008) Physics Students’ Perceptions on Their Journey Through Portfolio Assessment. Conference of Asian Science Education.
• Olson, M.W. (1991). Portfolios: Education tools. Reading Psychology, 12(1), 73-80.
• Popham, W.J. (2000). Modern Educational Measurement. Practical Guidelines for Educational Leaders. 3rd Edition. University of California, LA: Allyn & Bacon.
• Purdue University. Creating a Portfolio. Retrieved Jan 9, 2016, from the website: http://www.cla.purdue.edu/careers/documents/Portfolio_DevelopmentSp08.pdf
• Sandford, B.A. & Hsu, C.C. (2013). Alternative Assessment and Portfolios: Review, Reconsider, and Revitalize. International Journal of Social Science Studies. 1(1), 215 – 221.
• Sweet, D. (1993). Student Portfolios: Classroom Uses. Education Research Consumer Guide, U.S Department of Education. No. 8. Retrieved Jan 9, 2016, from the website: http://www2.ed.gov/pubs/OR/ConsumerGuides/classuse.html
• Thor, T., Boo, H.K. & Yap, K.C. (2007) Using Concept Map Assessment to Complement Traditional Assessment in the Physics Classroom. Proceedings of the Redesigning Pedagogy: Culture, Knowledge and Understanding Conference, Singapore.