PORTOFOLIO SEBAGAI ASESMEN LITERASI ANAK DI TK DARUL HIDAYAH MADANI LUBUKLINGGAU

Abstract

Portfolio assessment is widely recognized as an authentic assessment approach in early childhood education because it enables continuous documentation of children’s development based on real learning evidence. This study aims to explore how portfolio assessment is implemented in supporting children’s literacy development and to identify the supporting and inhibiting factors at Kindergarten. This study employed a descriptive qualitative approach. Data were collected through classroom observations, in-depth interviews with teachers and school stakeholders, and analysis of children’s portfolio documents. The findings reveal that portfolio assessment has been implemented regularly and integrated into daily learning activities. Teachers also utilize portfolio data as a basis for reflection and planning literacy instruction. The main supporting factors include teachers’ commitment, strong school management support, and active parental involvement. Meanwhile, the primary challenges involve limited teacher time, high administrative workload, and the lack of an optimal digital documentation system. Overall, the study concludes that portfolio assessment is an effective and relevant strategy for monitoring and supporting early childhood literacy development.