Chandra Maja F1022161024

Journal resume
Implementing Project-Based Learning and E-Portfolios Assessment in an Undergraduate Course
(Yasmin Gülbahar and Hasan Tinmaz, Baskent University-Turkey, Journal of Research on Technology in
Education-ISTE Vol 38 No 3 Spring 2006)

A. The background

The research is a case study to answer educators' questions about effective teaching and
learning. This effective learning process can be done with a variety of approaches, ranging from
behaviorism approach, cognitivist, to the approach kontruktivisme. Project-based learning is one
method based on constructivism by supporting student involvement in problem solving (Doppelt,
2003). In addition to using the approach in the learning process, it is also necessary approach in the
assessment. Because effective teaching is concerned with the learning and assessment process. In
the assessment, there are alternative approaches such as rubrics, self-assessment, and portfolios.
Thus, case studies in this journal are based primarily on constructivism approaches, with project-
based learning as a method of teaching and e-portfolio assessment as an evaluation strategy.

B. The problem

The issues raised in this journal are the lack of application of learning methods and assessments
in designing, developing and evaluating educational software for students from the Department of
Computer Education and Instructional Technology. Therefore, this case study aims to apply project-
based learning by utilizing portfolio assessments in small-scale classrooms (N = 8) to enable students
to achieve learning objectives.

C. The methodology

The research in this case study uses qualitative and quantitative approaches. Instruments for
collecting qualitative and quantitative data include analysis of tasks, reports and products, formal
and informal structured interviews with students, and evaluation forms. Data are collected at
different times and gradually during the learning. For qualitative analysis, interviews with students
and final report analysis are conducted. For quantitative analysis, descriptive statistics are
calculated.

This research was conducted to prospective teachers (students) in the Department of Computer
Education and Instructional Technology at the Faculty of Education, at a private University in Turkey.
With the number of students eight (five women and three men).

To collect students' perceptions of a project-based approach to learning, semi-structured

interviews were conducted with each student. These questions include difficulties encountered in
the design of educational software, the advantages and disadvantages of project-based learning,
and portfolio assessment. Data on the satisfaction of the whole learning and instructor is taken
through a questionnaire named Instructor and Learning Evaluation Questionnaire, which is given to
the students at the end of the semester. The questionnaire consisted of 16 questions.
D. The theory

To achieve effective learning objectives, it is necessary to apply the method of learning and
assessment in designing, developing and evaluating educational software for students from the
Department of Computer Education and Instructional Technology. Therefore, this case study aims to
apply project-based learning by utilizing portfolio assessments in small-scale classrooms (N = 8) to
enable students to achieve learning objectives.

While portfolio assessments by Barrett (2001), portfolios can be defined as the work students
collect from student reflections that show their growth throughout the learning process. Barzilai
(2004) suggests that traditional assessment strategies would not be appropriate for measuring the
objectives of a project-based learning program. As an alternative assessment, this type of portfolio
method can be widely used for project-based learning because the component is a reflection of
students, improvements to student progress, and achievement of learning objectives. Using e-
portfolios, students have the opportunity to reflect on their learning and teachers have the
opportunity to provide feedback on the work (making the product) of students (Ahn, 2004).

E. The result

The results of the case studies in this journal are as follows:

1. The results of interviews on the learning process, the average student liked the method of
project-based learning and fortofolio assessment.
2. In the software design phase, instructors and lecturer assistants observed that although some
examples were given to students, they could not produce creative scenarios and had difficulty
designing the chosen topics.
F. The conclusion
1. The most important thing observers observe is the inability of students to create scenarios for
educational software. So the product (educational software) from project-based learning less
than the maximum. This is due to the lack of programs that emphasize thinking skills such as
creativity and problem solving.
2. For portfolio assessment is the preferred method of assessment by all students, because
students get weekly feedback on the task and have the opportunity to redesign the task before
the final submission is evaluated by the student as a great opportunity for self-improvement. In
addition, the use of e-portfolios shows a learning model centered on prospective teachers.
G. The adavantage and disadvantage
a. Advantage
In my opinion the advantages of this case study is the presence of research instruments at
the end of the page and the researchers conducted a qualitative and quantitative analysis,
so the results of the study satisfactory. Another advantage is the accuracy of researchers in
choosing an appropriate assessment alternative to project-based learning methods. With
this portfolio assessment, students can reflect on students' progress with weekly feedback
by researchers with students on the learning process so that the objectives of project-based
learning are achieved.
b. Disadvantage
In my opinion, the lack of case studies in this journal is a low number of participants, 8
people, so this study can not be generalized. And with a small number of students this leads
to research is only done by providing tasks done individually without any tasks done in
groups. So there is no known comparison between tasks done individually with tasks done in
groups. According to Özdener and Özçoban (2004) the journal suggests that project-based
learning can be applied to individuals and groups, forming groups of two or three people to
carry out the project would be more appropriate. However, the researcher did not apply it
to this research, so that the researcher was less able to develop creative thinking to the
students. This was shown by the students' inability to make scenarios for educational
software so that the product of less project-based learning was maximal.
 Summative Assessment with Formative Feedback

(Damian Parry, Carl Larsen and Cathy Walsh, Department of Health and Applied Social
Sciences-Liverpool Hope University, bioscience journal vol 11- juni 2008)

A. The Background
One of the principles in curriculum design is the need to achieve constructive
harmony between expected learning outcomes, learning activities and assessment (Biggs,
1999). Nicol and Macfarlane-Dick (2006) argue that the key to constructive alignment is
ensuring that teachers and students form partnerships with dialogue through feedback that
is the basis of teaching and learning. In response to the need to open a dialogue around
student appraisal a pilot study was conducted in a small bioscience module (14 students
enrolled in the module but only 10 students completed 3 practices within the prescribed
timeframe) in which the researcher's attention focused on constructive feedback, research
that is "Sumative Assessment with Formative Feedback: An Intervention in a Small
Biosciences Commodity"
B. The Problem
The issues raised in this journal are the lack of improvement and emphasis on
formative feedback so less learning outcomes. The purpose of this research is to form
partnerships with dialogue between teachers and students through formative feedback to
improve learning so that maximum learning outcomes.
C. The Metodology
This research uses experimental method, which is shown by continuous learning
process that consists of 3 practical. This case study focuses on constructive feedback.
Students perform various activities in modules consisting of three practical. Practical
reports and feedback are made every two weeks after the activity. Report submissions are
designed in such a way as to ensure feedback will lead to or relate to submission of
subsequent reports. This feedback focuses on learning and each student is given
information about their own progress. Teachers should ensure that during the discussion
each assessment criterion is aimed at students for either current or future assignments.
This case study involved 14 students enrolled in the module but only 10 students completed
3 practices within the prescribed timeframe.
D. The Theory
To build partnerships and dialogue between students and teachers, learning is
centered on constructive feedback. Formative feedback is the most important dimension,
when it is given at the right time and in the best way because it can lead learners to a
successful achievement in the context of a summative assessment "(Ras, 2005, p. 97) And
there are some opinions in the academic community that are increasing emphasis to
formative feedback can improve learning (Dearing, 1997, Park and Crook, 2007). This
formative feedback is considered as a means to open a deep dialogue between students
and teachers in order to achieve learning objectives.
E. The Result
The result of the case study in this journal is that almost all students feel happy to do
the learning process with the formative feedback because students can openly dialogue
with teachers to achieve the learning objectives in the context of satisfactory summative
assessment.
F. The Conclusion
The conclusion of case study in this journal can be seen from the research result that
this research can improve student achievement in learning process, although in small
amount but give evidence that significantly practical this can be used to improve student
achievement.
G. The Advantage and Disadvantage
a. Advantage
In my opinion the advantages contained in this journal is that there is a graph of the
value achieved by students on every practical that is from practical 1 to practical 3.
Another advantage is this journal says that although in this study the amount of low
pesesta (N = 10) but provide evidence that it is significantly practical that this can
be used to improve student achievement with research results that indicate
enhancement of student achievement in the learning process.
b. Disadvantage
In my opinion the shortcomings contained in this journal are descriptive-shaped
journals so readers do not understand the flow of research and it takes ripe thought
to digest the contents of the journal. In this journal there is no research instrument
so the reader can not know exactly what criteria are done in this research. And in
this journal also not explained about what tasks students do on every practical, just
described the task of having the same weight and quality in every practical. The
number of study participants was also slightly due.