Model Evaluasi Portofolio Untuk Peningkatan Kompetensi Dietisien dan Lifelong Learning

Abstract

A good design to evaluate students learning is highly important in measuring students performance and the acquisition of the basic competence. The design must be developed based on the consideration that condition of learning and different learning objectives demand different methods of evaluation. Many teachers have ignored such a consideration, thus resulted in invalid and unreliable evaluation. For that reason, a portfolio evaluation is introduced. As a series of evaluation activites, portfolio is carried out based on the relation between the learning objectives and standard competence in every subject matter. In such, it is expected that the students achievement will improve, and so is the acquisition of lifelong learning skills. In a portfolio, the products of students learning process are compiled through several evaluation and revision cycles. Student’s final score consisted of a portfolio score, a final examination score, and a laboratory work score with the ratio of 40, 30, and 30. The portfolio score consists of score on several aspects, i.e., completeness, tidiness, selected assignments, requaired assignments, as well as oral test. The final score results were compared to the conventional model of evaluation which considered only the score of the final examination and the score of laboratory work with the ration of 70 and 30. The results of the study indicated that the portfolio evaluation is better in demonstrating the students achievement than the conventional model.