Tren Penilaian Formatif dan Portofolio untuk Pendidikan Dasar: Solusi Pengganti Ujian Standar

Nur Aisyah Ramadhani; Rizki Ananda Pratama; Elena Maharani Putri

doi:10.71094/fondasi.v2i1.344

Authors

Nur Aisyah Ramadhani Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Surakarta, Indonesia Author
Rizki Ananda Pratama Program Studi Teknologi Pendidikan, Universitas Negeri Padang, Indonesia Author
Elena Maharani Putri Program Studi Evaluasi Pendidikan, Universitas Pendidikan Ganesha, Indonesia Author

DOI:

https://doi.org/10.71094/fondasi.v2i1.344

Keywords:

formative assessment, portfolio assessment, primary education, standardized testing, 21st-century competencies

Abstract

Standardized testing systems in primary education are increasingly criticized for their inability to comprehensively measure 21st-century competencies. This study aims to analyze trends in formative and portfolio assessment as alternatives to standardized tests in primary education contexts. This research employs a systematic literature review approach of 30 scientific articles published between 1990-2025, focusing on the implementation of formative and portfolio assessment in primary education. Findings indicate that portfolio assessment enhances student engagement in learning processes, provides a holistic view of competency development, and supports constructivist learning principles. Formative assessment integrated with technology (e-portfolios) proves effective in providing continuous feedback and authentically documenting students' learning progress. Formative and portfolio assessment offer a more comprehensive, humanistic approach aligned with 21st-century competency demands compared to traditional standardized tests, although implementation requires adequate teacher preparation and infrastructure support.

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