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Formative Portfolio Assessment in the ESL Classroom
WIDA 2016: Formative Portfolio Assessment 1
Ask for input – Experiences using portfolios
What do you know about how others have used portfolios
or other questions
Portfolio Assessment
WIDA 2016: Formative Portfolio Assessment4
Portfolio Type Assessment Purpose Description
Showcase assessment of learning
assessment as learning
created by student with help from teacher; demonstrates student’s best work, reflections, self-assessments
Summative Evaluation assessment of learning maintained by teacher; collection of summative pieces that shows achievement of specific goals; used for assigning grades or evaluating placement in a program
Formative Evaluation ongoing assessment of learning for the purpose of planning instruction
maintained by teacher; data that shows both needs and achievement; used to inform instruction and student’s goals
Assess the “Whole Child”• true picture of depth and
breadth of language proficiency (Brown, 2004)
• rate and level of learning in comparison to true peers and self measured over time
• review of educational, cultural, and family information
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http://www.ascd.org/whole-child.aspx
• Shows specifically what a student can do.
• Shows specifically what a student needs.
• Assist teacher in planning personalized learning experiences.
• Useful for parent conferences or intervention team meetings.
Advantages
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• Grade 7
• Birthdate: 01/01/2003
• Birthplace: Tanzania
• First, home, and most spoken language outside of school: Kirundi
• First enrolled in U.S. School: January, 2014
Elsie
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Performance Definition
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ACCESS Scores*
*Report generated by ELLevation software
WIDA Performance Definitionsfor Current Level
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Assess the “Whole Child
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Can Do Descriptors for Current Level*Grade Level Cluster 6-8: English language learners can process
or produce the language needed to:
*Generated by ELLevation software
WIDA Performance Definitionsfor Next Level
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WIDA 2016: Formative Portfolio Assessment 12
Can Do Descriptors for Next Level*Grade Level Cluster 6-8: English language learners can process
or produce the language needed to:
Listening - level 3
Process recounts by • Matching main ideas of familiar text read aloud to visuals • Stating the next event in a series based on clues from narrative or informational oral texts
Speaking - level 3
Recount by • Relating a series of events by expressing time in multiple tenses • Connecting ideas in content-related discourse using transitions
Reading - level 3
Process recounts by • Identifying topic sentences, main ideas, and details in paragraphs• Connecting people to actions based on oral descriptions with details
Writing - level 3
Recount by • Producing short paragraphs with main ideas and some details • Composing dialogues or blogs based on personal experiences
*https://www.wida.us/standards/CAN_DOs/
1. In depth student profile
1. Baseline data of speaking, listening, reading, and writing
1. Continuing data from in depth analysis of speaking, listening, reading, & writing
1. Student self-assessment
1. Anecdotal observations
Information to Include in Portfolio
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● refugee family fled Burundi
● Time in schools outside of U.S. reported to be interrupted and limited compared to U.S.
● Parental education level - primary school
● Father still in Burundi
● Mother works nights -minimum wage job
● Interests- dance, hairstyles, African pop music (in Kirundi/Swahili), loves Junie B. Jones and Arthur books
Elsie’s Profile
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Conversation Transcription
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Rachel – Tell me what you have been learning about this [a diagram from MyPlate.gov]
Elsie – Fruits this whole week.
Rachel - So like next week you might talk about vegetables?
Elsie – We talking the whole thing.
Rachel – what have you learned about all those things you need to have on your plate?
Elsie- Fruits haves mango, grapes, right? And vegetable have beans? And chicken, right?
Rachel – Chicken?
Elsie – Oh chicken’s a protein.
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Alphabet Checklist
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Sight Word Inventory
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Writing Sample
m=meaning; s=structure/syntax v= visualWIDA 2016: Formative Portfolio Assessment
19
Running Record
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Self-Analysis
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Analysis● short phrases and sentences
● some specific content vocabulary
● reads at about the 1st grade level independently
● mostly looks at visual aspect of word to figure it out
● has trouble distinguishing /r/ & /l/ sounds
● confuses Cc & Ss, Gg & Jj
● does not know &/or confuses with and went in print
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Analysis continued● incomplete acquisition of linking verbs
(to be/have)
● incomplete acquisition of past progressive tense
● unsure of when to use the infinitive form (to +verb)
● confuses the present and past forms of verbs
● incomplete acquisition of article use
● incomplete acquisition of 3rd person present tense -s phoneme
WIDA 2016: Formative Portfolio Assessment 23
Develop a Lesson Plan● Choose a WIDA standard and a grade level state
content standard.
● Determine content objective/s. Describe scaffolding you would use.
● Determine specific language objective/s. Describe scaffolding you would use.
● Use Elsie’s profile information and data analysis to inform your lesson plan.
● Utilize the level 2/3 Performance Indicators and Can-Do Descriptors as resources for developing your lesson.
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Gallery Walk
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Question & Comments
Brown, C.L. (2004). Reducing the over-referral of culturally and linguistically diverse students (CLD) for language disabilities. NABE Journal of Research and Practice, 2(1), 226-243.
Portfolio based language assessment: Guide for teachers and programs.(2015). Ottawa, Ontario: Center for Canadian Language Benchmarks.
Gómez, E. L. (1999). Assessment portfolios and English languagelearners: Frequently asked questions and a case study of the Brooklyn International High School. Providence, RI: The Education Alliance, LAB at Brown University. Retrieved from http://www.alliance.brown.edu/pubs/ass_port_ell/ass_port_ell.pdf
WIDA Can-Do Descriptors (2007).
WIDA Performance Definitions (2007).
References
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WIDA 2016: Formative Portfolio Assessment 27
Contact us for information:
Robin Schell - robin.schell@knoxschools.org
Rachel Denton - rdenton1@utk.edu
Dr. Clara Lee Brown - cbrown26@utk.edu
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