Technology-based Assessment (TBA) reflects the use of technology as a tool to organize assessment data or the use of technology to conduct an assessment. With progression of technology in the education arena, electronic portfolio (e-portfolio) assessment has emerged to be a growing popular assessment genre to date. In this study, validated rubrics had been used to measure soft skills formatively and continuously through e-portfolio system. The developed and validated rubrics were employed by the students to assess their soft skills upon completing their assignments. This particular study looked into three primary components: (1) rubrics as an assessment tool, (2) e-portfolio system as a technology-based assessment platform, and (3) soft skills assessment as a necessary requisite in becoming a successful education student. Findings showed that students agreed rubrics can be used as assessment tool in the e-portfolio platform to measure their soft skills.
Abdallah, T., Lansari, A., & Al-rawi, A. (2009). E-portfolio assessment system for an outcome-based information technology curriculum. Journal of Information Technology Education: Innovations in Practice, 8, 43–54. Retrieved from http://jite.org/documents/Vol8 /JITEv8IIP043-054Tubaishat710.pdf
Aiken, L. R. (1996). Rating scales and checklists?: evaluating behaviour, personality and attitudes. New York: John Wiley & Sons,Inc.
Attakorn, K., Tayut, T., Pisitthawat, K., & Kanokorn, S. (2014). Soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. In Procedia - Social and Behavioral Sciences (Vol. 112, pp. 1010–1013). Elsevier B.V. https://doi.org/10.1016/j.sbspro.2014.01.1262
Bahagian Pembangunan Akademik dan Kualiti. (2015). Course Learning Outcome Monitoring. Retrieved January 1, 2015, from http://bpaq.upsi.edu.my/
Barrett, H. C. (2005). White paper?: Researching electronic portfolios and learner engagement?: The REFLECT initiative.
Churches, A. (2015). A guide to formative and summative assessment and rubric development. 21st Century Project.
Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education. https://doi.org/10.1016/S0742-051X(00)00015-9
DiMartino, J., Castaneda, A., Brownstein, M., & Miles, S. (2010). Authentic assessment. American Book Review, 31(4), 19–19.
Durowoju, E. O., & Onuka, A. O. U. (2014). Best practices and experiences in soft skills assessment in Oyo Town, Oyo State Schools. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 5(5), 607–613.
Finger, G., & Jamieson-Proctor, R. (2009). Assessment issues and new technologies?: ePortfolio possibilities. In Educational assessment in the 21st century. Gold Coast: Springer Science+Business Media.
Fleischmann, E. M. (2013). Soft skills of excellent teachers in diverse South African schools in the Western Cape. Stellenbosch University.
Garfolo, B. T., Kelpsh, E. P., Phelps, Y., & Kelpsh, L. (2016). The use of course embedded signature assignments and rubrics in programmatic assessment. Academy of Business Journal, 8–20.
Gibb, J. (2004). Generic skills in vocational education and training?: Research readings. National Centre for Vocational Education Research (NCVER). Adelaide: National Centre for Vocational Education Research (NCVER) Ltd.
Haladyna, T. M., & Rogriguez, M. C. (2013). Developing and validating test items. New York: Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.1111/j.1365-2923.2009.03542.x
Heckman, J. J., & Kautz, T. (2012). Hard evidence on soft skills. Labor Economists, 19(4), 451–464. https://doi.org/10.1016/j.labeco.2012.05.014.
Hubert, D. A., & Lewis, K. J. (2014). A framework for general education assessment?: Assessing information literacy and quantitative literacy with ePortfolios, 4(1), 61–71.
Kechagias, K. (2011). Teaching and assessing soft skills. Neapolis: Measuring & Assessing Soft Skills Project.
Mohd Amin, H., Jaafar, J., Hood, Z., Saad, S., & Mohd Amin, H. (2013). Kemahiran insaniah pelajar prasiswazah: Analisis perbezaan jantina. Jurnal Teknologi, 61(1), 19–25. https:// doi.org/10.11113/jt.v61.1677
Ngang, T. K., & Chan, T. C. (2015). The Importance of Ethics, Moral and Professional Skills of Novice Teachers. Procedia - Social and Behavioral Sciences, 205(May), 8–12. https:// doi .org/10.1016/j.sbspro.2015.09.004
Onabamiro, A. T., Onuka, A. O. U., & Oyekanmi, S. A. (2014). Teachers ’ Perception of Teaching and Assessing Soft Skills in Secondary Schools, 4(5), 109–115. https://doi.org /10.5923/j. edu.20140405.01
Ramesh, G., & Mahadevan, R. (2010). The ACE of soft skills. Attitude, communication and etiquette for success. New Delhi: Dorling Kindersley.
Rasul, M. S., Ismail, M. Y., Ismail, N., Rajuddin, M. R., & Rauf, R. A. A. (2008). Pembangunan standard pengukuran kemahiran “emp
In-Text Citation: (Muhammad et al., 2018)
To Cite this Article: Muhammad, A., Lebar, O., Mokshein, S. E., Mohamed, R., Ridzwan, S., & Khairil, L. F. (2018). Assessing Student Teachers’ Soft Skills Using Rubrics in E-portfolio. International Journal of Academic Research in Business and Social Sciences, 8(10), 1245–1255.
Copyright: © 2018 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode