Assessing Using Technology: Is Electronic Portfolio Effective To Assess the Scientific Literacy on Evolution Theory

Abstract

This study used a sequential exploratory mixed method to examine the effectiveness of using an electronic portfolio to assess the scientific literacy of evolution theory. As much as 135 university students majoring in biology education were involved as research participants. They were asked to create the electronic portfolio by using any learning artifacts produced during the classroom activities including direct and virtual practicums, reading activities, direct and online discussions, quizzes, and formative examinations. Evolutionary Scientific Literacy by electronic portfolio consists of Scientific Literacy skills namely Nominal, Functional, Conceptual, Multidimensional levels, and electronic portfolios skills namely beginner, intermediate, proficient and advanced level. The results depicted that the Evolutionary Scientific Literacy skills of students were at the beginner-nominal level (71.4%) and the advanced-multidimensional level (9.5%). Another finding disclosed was that students showed a positive response to the electronic portfolio creation. This study suggests that an electronic portfolio can be used as an assessment tool of the scientific literacy of evolution theory relevant to industrial revolution 4.0.