Research Article
The Effect of Implementation of Portfolio Assessment on The Achievements of Pre-Writing Development of Children Aged 4-5 Years at The Character and Education Center Kindergarten Pekan Tolan T.A 2021/2022
@INPROCEEDINGS{10.4108/eai.20-9-2022.2324801, author={Eva Martina Simatupang and Anita Yus and Sri Milfayetty}, title={The Effect of Implementation of Portfolio Assessment on The Achievements of Pre-Writing Development of Children Aged 4-5 Years at The Character and Education Center Kindergarten Pekan Tolan T.A 2021/2022}, proceedings={Proceedings of the 7th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2022, 20 September 2022, Medan, North Sumatera Province, Indonesia}, publisher={EAI}, proceedings_a={AISTEEL}, year={2022}, month={12}, keywords={pre-writing portfolio assessment}, doi={10.4108/eai.20-9-2022.2324801} }- Eva Martina Simatupang
Anita Yus
Sri Milfayetty
Year: 2022
The Effect of Implementation of Portfolio Assessment on The Achievements of Pre-Writing Development of Children Aged 4-5 Years at The Character and Education Center Kindergarten Pekan Tolan T.A 2021/2022
AISTEEL
EAI
DOI: 10.4108/eai.20-9-2022.2324801
Abstract
Pre-writing is the most basic stage of writing skills. The development of pre-writing achievement is expected to be known early on. An appropriate assessment method is needed to see these developments. In the world of education, portfolios are used to see the progress of students from time to time based on a collection of learning activities. This study aims to see how portfolio assessment has an influence on the development of pre-writing achievement. The research method used is qualitative research. The research was conducted at the Character and Education Center of Pekan Tolan Kindergarten. The research subjects were children in Group A totaling seven people. The results of the study indicate that portfolio assessment has a positive impact on the process of monitoring the development of pre-writing achievement, where with the use of portfolio assessment, the development of children’s pre-writing achievement can be well known
