Portfolios in self Portfolios in self assessmentassessment

Maria Luisa MuMaria Luisa Mu

ObjectivesObjectives

Familiarize with the use of Portfolios Familiarize with the use of Portfolios (What, Why, How)(What, Why, How)

Have a go at choosing activities that Have a go at choosing activities that could be assessed through portfolios.could be assessed through portfolios.

Clarify some doubts you may have Clarify some doubts you may have about using Portfolios as self-about using Portfolios as self-assessment tools.assessment tools.

DefinitionDefinition

A collection of student work that A collection of student work that exhibits the student’s efforts, exhibits the student’s efforts, progress and achievements in one or progress and achievements in one or more areas.more areas.

A collection of learners’ work A collection of learners’ work assembled over a period of time.assembled over a period of time.

Types of PortfolioTypes of Portfolio

Working portfolio: worksheets and Working portfolio: worksheets and assignments the learners have assignments the learners have worked on during a course.worked on during a course.

Assessment portfolios: contains Assessment portfolios: contains assignments intended for assignments intended for assessment, not just feedbackassessment, not just feedback

Why use portfolio Why use portfolio assessment?assessment?

Matches assessment to teachingMatches assessment to teaching Is a tool for assessing a variety of Is a tool for assessing a variety of

skillsskills Develops awareness of own learningDevelops awareness of own learning Allows for assessment of evidence on Allows for assessment of evidence on

effort, progress and product.effort, progress and product. Help learners become metacognitiveHelp learners become metacognitive

Why portfolios?Why portfolios?

Helps learners realise that learning is Helps learners realise that learning is a process and that mistakes are a process and that mistakes are allowed.allowed.

Caters to individuals in the Caters to individuals in the heterogeneous class.heterogeneous class.

Develops independent and active Develops independent and active learners.learners.

Essential elements of the Essential elements of the PortfolioPortfolio

Introduction :a) cover letterIntroduction :a) cover letter

b) table of contentsb) table of contents Core: Core: a) entriesa) entries

b) datesb) dates Self-chosen section: DraftsSelf-chosen section: Drafts Conclusion: Reflections (What did I Conclusion: Reflections (What did I

learn from it?, What did I do well?)learn from it?, What did I do well?)

Stages in implementing Stages in implementing PortfoliosPortfolios

Identifying goalsIdentifying goals Introducing the idea of portfolio to Introducing the idea of portfolio to

your class.your class. Specifying portfolio contentSpecifying portfolio content Give guidelines for portfolio Give guidelines for portfolio

presentationpresentation SampleSample

Stages in implementing Stages in implementing PortfoliosPortfolios

Notify other interested partiesNotify other interested parties Assessing the portfolios and giving Assessing the portfolios and giving

feedbackfeedback Student-teacher conferencesStudent-teacher conferences Follow-upFollow-up

Assessing language skillsAssessing language skills

Task 1: How assessment of Task 1: How assessment of performance can be performance can be implemented in the classroomimplemented in the classroom..

Assessing performance at giving Assessing performance at giving directionsdirections

Rating scaleRating scale ChecklistChecklist

How should the portfolio be How should the portfolio be assessed?assessed?

Clear criteria that has been developed Clear criteria that has been developed jointly (teachers and students)jointly (teachers and students)

Learners must develop assessment Learners must develop assessment criteriacriteria

Learners work in groups and are given Learners work in groups and are given two samples of the same assignmenttwo samples of the same assignment

They explain why they find one better They explain why they find one better than the otherthan the other

Assessing aural/oral skillsAssessing aural/oral skills

Task: devise classroom Task: devise classroom activities and portfolio evidence activities and portfolio evidence for the following:for the following:

a)a) Ask and answer simple questionsAsk and answer simple questions

b)b) Express likes, dislikes and feelingsExpress likes, dislikes and feelings

c)c) Follow stages in a processFollow stages in a process

How can I start working ?How can I start working ?

Read carefully through the unitRead carefully through the unit Decide on the core elements in the Decide on the core elements in the

unit.unit. Translate the core elements into Translate the core elements into

assignments which require personal assignments which require personal input from the learnersinput from the learners

Think of additional activities which Think of additional activities which would help achieve these objectiveswould help achieve these objectives

How can I start?How can I start?

Design questions to trigger Design questions to trigger reflections on the choice, process reflections on the choice, process and product of learningand product of learning

Decide how the portfolio will be Decide how the portfolio will be assessedassessed

Decide on a time schedule for Decide on a time schedule for handing in the various assignments handing in the various assignments and the final portfolioand the final portfolio

How can I start?How can I start?

Start teaching the unit. Develop Start teaching the unit. Develop assessment criteria for the various assessment criteria for the various assignments jointly with the learners.assignments jointly with the learners.

Enjoy!!!!!!Enjoy!!!!!!

FAQFAQ

Isn’t portfolios a lot more work?Isn’t portfolios a lot more work? How reliable are students’ evaluation?How reliable are students’ evaluation? Is it fair to make everyone take part in Is it fair to make everyone take part in

portfolio assessment, especially when I portfolio assessment, especially when I am teaching a heterogeneous class?am teaching a heterogeneous class?

How will it affect what I do in the How will it affect what I do in the classroom?classroom?

FAQFAQ

How will I find time for student-How will I find time for student-teacher conferences?teacher conferences?

Must I correct all the items in each Must I correct all the items in each portfolio?portfolio?

Should I give up tests?Should I give up tests? How do I know the portfolio is the How do I know the portfolio is the

student’s own work?student’s own work?

ConclusionConclusion

Portfolio work is and addition Portfolio work is and addition to the teacher’s teaching and to the teacher’s teaching and

assessment repertoire.assessment repertoire.

CHECKLIST FOR GRADING YOUR PORTFOLIOMY PORTFOLIO

1. Includes all the required items1. Includes all the required items 30%30%

2. presents the tasks clearly2. presents the tasks clearly 5%5%

3. contains thoughtful comments about the tasks3. contains thoughtful comments about the tasks 10%10%

4. contains revisions of tasks4. contains revisions of tasks 15%15%

5. contains information about how the improvement by drafting was made5. contains information about how the improvement by drafting was made 15%15%

6. shows originality and creativity in the written and oral tasks6. shows originality and creativity in the written and oral tasks 10%10%

7. was handed in on time7. was handed in on time 5%5%

8. is clearly and attractively presented8. is clearly and attractively presented 10%10%

ASSESSING PERFORMANCE

GoalGoal A Sample Classroom A Sample Classroom ActivityActivity

Portfolio EvidencePortfolio Evidence Assessment ToolsAssessment Tools

Give and follow simple Give and follow simple directions and directions and instructionsinstructions

Giving and following Giving and following directions with mapdirections with map

Pair-work cassette, Pair-work cassette, completed task completed task (filled-in map)(filled-in map)

Self/Peer assessment Self/Peer assessment with checklists, with checklists, teacher’s rating scaleteacher’s rating scale

RATING SCALE

AreasAreas GradeGrade

FluencyFluency 55Spoke hesitantlySpoke hesitantly

1010 1515Fairly fluentFairly fluent

2020 2525spoke fluentlyspoke fluently

VocabularyVocabulary 55No expressions No expressions

usedused

1010 1515some some

expressions expressions usedused

2020 2525All expressions All expressions

usedused

ProductProduct 55Did not get Did not get

message across: message across: Did not find Did not find

place on mapplace on map

1010 1515Followed Followed part of part of routeroute

2020 2525Got message Got message

across: Found across: Found place on mapplace on map

ProcessProcess 55No evidence of No evidence of

cooperationcooperation

1010 1515Partially Partially

took turnstook turns

2020 2525Took turns, Took turns,

listened to each listened to each otherother

A CHECKLIST

ACTIVITYACTIVITY YESYES 1/21/2 NONO□ □ We practiced before we put it on tapeWe practiced before we put it on tape

□ □ We spoke clearly and did not read our answersWe spoke clearly and did not read our answers

□ □ We used the expressions we learned in classWe used the expressions we learned in class

□ □ We found the places on the mapWe found the places on the map

□ □ We listened to each other and took turnsWe listened to each other and took turns

not so good not so good excellentexcellent

1-21-2 3-43-4 5-65-6 7-87-8 9-109-10

GoalGoal A Sample Classroom A Sample Classroom ActivityActivity

Portfolio EvidencePortfolio Evidence

Ask and answer Ask and answer simple questionssimple questions

□ □ Interview impairs to fill in Interview impairs to fill in ID card for partner.ID card for partner.□ □ Survey on chosen subjectSurvey on chosen subject

□ □ Cassette of role-play Cassette of role-play (also ID card)(also ID card) □ □ Filled-in form on Filled-in form on surveysurvey

GoalGoal A Sample Classroom A Sample Classroom ActivityActivity

Portfolio EvidencePortfolio Evidence

Express likes, dislikes Express likes, dislikes and feelingsand feelings

“ “show and tell” about show and tell” about your hobby in group/ your hobby in group/ classclass

Video clip/ cassette of Video clip/ cassette of presentation, presentation, multimediamultimedia

GoalGoal A Sample Classroom A Sample Classroom ActivityActivity

Portfolio EvidencePortfolio Evidence

Follow stages in a Follow stages in a processprocess

Listen to instructions to Listen to instructions to follow a recipefollow a recipe

Sequence of steps Sequence of steps (number the (number the pictures)pictures)