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2024-11-29

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How to Cite

Abdurahim-Salain, H. (2024). Analysis of portfolio for critical thinking and creativity development among education students. Environment and Social Psychology, 9(11). https://doi.org/10.59429/esp.v9i11.3199

Analysis of portfolio for critical thinking and creativity development among education students

Haipa Abdurahim-Salain

College of Humanities, Social Sciences, and Communication, Basilan State College, Isabela City, Basilan Province, 7300, Philippines


DOI: https://doi.org/10.59429/esp.v9i11.3199


Keywords: creativity, critical thinking, innovation, organization, portfolio-based assessment, problem-solving

Abstract

 

Portfolio-based assessment is increasingly recognized as a valuable approach in educational contexts due to its multifaceted benefits. This method shifts the focus from traditional, standardized assessments to a more holistic evaluation of student learning. Unlike conventional assessments that often measure rote memorization and short-term recall, portfolio-based assessment provides a comprehensive view of a student’s progress over time, capturing their evolving competencies, skills, and understandings. This paper explored the experiences of education students about portfolio-based assessment and how this developed their critical thinking and creativity. College students from Basilan, Philippines were purposively sampled through open-ended online survey. Narratives from one-on-one interview were the primary data of this study. The study revealed that the creation of portfolios had a profound impact on the critical thinking and creative development of education students. Participants noted that the process of constructing instructional materials and meeting academic requirements necessitated a thoughtful and analytical approach, requiring problem-solving and critical thinking skills. They emphasized the importance of observation and reflection, which allowed them to critically assess their teaching methods and make informed adjustments. The experience required creativity in structuring ideas, managing tasks, and developing innovative solutions, which not only enhanced their ability to teach effectively but also encourage thinking and a higher level of cognitive engagement. This process values portfolio creation as a tool for developing essential skills in education, particularly in enhancing both critical thinking and creativity among future educators.

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