Innovating Portfolio Assessment for Listening Skills in Arabic Textbooks under the Merdeka Curriculum
DOI:
https://doi.org/10.58988/jab.v6i1.651Keywords:
Assessment Innovation, Listening Skills, PortfolioAbstract
This study aims to analyze the assessment forms used in Arabic Language Textbooks for 11th Grade Madrasah Aliyah under the Merdeka Curriculum and to propose an innovative and interactive portfolio assessment model for listening skills. Using a qualitative literature review, primary data were obtained from textbooks and secondary data from relevant academic sources. This finding reveals that current assessments primarily focus on objective tests such as matching questions, true-false statements, and short answers, which are less thorough in evaluating interpretive and reflective listening abilities. To address these limitations, this study introduces a portfolio-based assessment model that emphasizes four criteria: identifying the main idea, recognizing details, analyzing conclusions, and reflection. This model uses a rubric to assess word choice, content, and grammatical accuracy on a scale of 1-4. Innovation lies in integrating process-based reflection and self-assessment components, making evaluation more authentic and learner-centered. This model supports the goals of the Merdeka Curriculum to foster higher-order thinking and learner autonomy in Arabic listening comprehension.
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