CHAPTER 5

It is a purposeful collection of student work that exhibits the student's efforts, progress, and achievements in one or more areas of the curriculum.
Is also an alternative to pen- andpaper objective test. It is a purposeful, on going, dynamic, and collaborative process of gathering multiple indicators of the learner s growth and development.

Portfolio Assessment

It is also performancebased but more authentic than any performance based task.

The collection of portfolio must include the following: Student participation in selecting contents. Criteria for selection. Criteria for judging merits. Evidence of a student's self-reflection. It should represent a collection of students' best work or best efforts, student-selected samples of work experiences related to outcomes being assessed, and documents according growth and development toward mastering identified outcomes.

1. Content principle suggest that portfolios should reflect the subject matter that is important for the student to learn.

Principle Underlying Portfolio Assessment

2.Learning principle suggest that portfolio should enable the students to become active and thoughtful learners.

3. Equity principle explains that portfolios should allow students to demonstrate their learning styles and multiple intelligences.

Cover letter Table of Contents Entries Dates on all entries Drafts of aural/oral and written products and revised version Reflections

1. Cover letter about the author and what my portfolio shows about my progress as a learner (written at the end, but put at the beginning). The cover letter summarizes the evidence of a student s learning and progress.

2. Table of Contents with numbers pages.

3. Entries Both core (items students have to include) and optional (items of student s choice).

The core elements will be required d for each student and will provide a common base from which to make decisions on assessment. The optional items will allow the folder to represent the uniqueness of each student. The students can choose to include best pieces of work, but also piece of work which gave trouble or one that was less successful, and give reasons why.

4. Dates on all entries, to facilitate proof of growth over time.

5. Drafts of aural/oral and written products and revised versions; i.e first drafts and corrected / revise version
What did I learn from it? Why did I choose this item What did I do well? What do I want to improve in the item? How do I feel about my performance? What were the problem areas?

6. Reflections:

Stages in Implementing Portfolio Assessment

Stage 1: Identifying teaching goals to assess through portfolio. Stage 2: Introducing the Idea of Portfolio Assessment to your class. Stage 3 : Specification of Portfolio Content Stage 4 :Giving clear and detailed guidelines for portfolio presentation.

Stage 5: Informing key school officials, parents and other stakeholders.

Stage 6: Development of Portfolio

Types of Portfolio
2. Documentation Portfolio

1. Working Portfolio

3. Showcase Portfolio

4. Process Portfolio

involves a collection of work over time showing growth and improvement reflecting students learning of identified outcomes.

Documentation Portfolio

It is also called a growth portfolio in the literature. It can include the best and weakest of student work.
It is important to realize that even drafts and scratch papers should be included in the portfolio for they demonstrate the growth process that the students have been through.

It is particularly useful in documenting students overall learning process.

Process Portfolio
It demonstrate all facets or phases of the learning process. As such these portfolios contain an extensive number of reflective journals, think logs and other related forms of metacognitive processing.

It is the showcase porfolio only shows the best of the students outputs and products. It is best used for summative evaluation of students mastery of key curriculum outcomes.
It should include students very best work, determined through a combination of student and teacher selection. Only completed work should be included.

Showcase Portfolio

1. Set Goals

2.Collect (Evidences)

Confer/ Exhibit

Select

Evaluate(Using Rubrics)

Organize

Reflect

Encouraging self-directed learning. Enlarging the view of what is learned. Fostering learning about learning. Demonstrating progress toward identified outcomes. Creating an intersection for instruction and assessment. Providing a way for students to value themselves as learners. Offering opportunities for peersupported growth

Traditional
Measures student's ability at one time Done by teacher alone; student often unaware of criteria Conducted outside instruction Assigns student a grade Does not capture the range of student's language ability Does not include the teacher's knowledge of student as a learner Does not give student responsibility

Portfolio
Measures student's ability over time Done by teacher and student; student aware of criteria Embedded in instruction Involves student in own assessment Captures many facets of language learning performance Allows for expression of teacher's knowledge of student as learner Student learns how to take responsibility

First, linking assessment to instruction means that you are sure that you are measuring what you have taught.

Second, portfolios reveal any weaknesses in instructional practices.

Designed Steps for Portfolio Assessment

1.Set Assessment Purpose 2. Identify Instructional Objectives 3. Match Task to Objectives 4. Set Criteria 5. Determine Organization 6. Monitor Progress 7. Evaluate the Portfolio Process

The first and most important step is setting the assessment purpose. What aspect of language learning will the portfolio be used to assess? Who will use the portfolio? Why are you making the assessment? Determining the purpose provides focus and direction.

Identify portfolio objectives or goals for students to work toward in the area specified by the assessment purpose.

2. Identify Instructional Objectives:

What exactly do you want students to achieve? Consider the Standards when developing these specific progress indicators.

Establish criteria by which the individual artifacts and the portfolio will be assessed. How will you determine the degree of student progress toward the goals?

Determine how the portfolio will be managed. Where will the portfolio be stored? How often will artifacts and attestations be submitted? Who will select the artifacts and attestations? Consider the purpose and audience when answering these questions. Remember that it takes more than one artifact or attestation to reliably show progress toward a goal. Language tasks, artifacts, and attestations should be selected in a systematic manner.

The final step is on-going. Continually monitor the portfolio for validity and reliability. Is the portfolio assessing the specified skill or area consistently? Are you receiving useful information about your students to inform instruction? Make adjustments as necessary.

Inventory of available resources To use portfolio assessment in your classroom, you will need materials for each student to make: 1. The portfolio contents. 2. A container to hold all class work before anything is selected for the portfolio. 3. The portfolio container in which the portfolio works will be placed

Artifacts student products, selfassessments, and student goals Matching goals to contents
Attestations peer, parent, or teacher contributions

Learning Task 5

For each of the following main elements of a portfolio construct a rating scale or rubrics for evaluating students portfolio on the topic: The Sanctity of the Sacrament of Marriage

1. Cover letter 2. Table of Contents and Introduction 3. Entries 4. Reflections 5. Summative Statements 6. Appendices and Dates of Drafts

Learning Strategies

Strategy name

GOAL-SETTING

DIRECTED ATTENTION ACTIVATE BACKGROUND KNOWLEDGE

PREDICT/ BRAINSTORM

PLAN Question student Definition asks self What is my personal Develop personal objectives, identify objective? What purpose of task, choose appropriate strategies can strategies help me? What distractions can I ignore? What distractions can I ignore? How can I How can I focus focus my attention? my attention? What do I already know Think about and use what you already about this know to help do the task topic/task? What kinds of information can I Anticipate information to prepare and predict for this give yourself direction for the task task? What might I need to do?

REGULATE SELF-MONITOR SELECTIVE ATTENTION DEDUCTION Do I understand this? Am I making sense? What should I pay most attention to? Is the information important? Which rules can I apply to help complete the task? Can I imagine a picture or situation that will help me understand? Check your understanding to keep track of how you're doing and to identify problems Focus on specific aspects of language or situational details Apply known rules Create an image to represent information to help you remember and check your understanding

VISUALIZE

CONTEXTUALIZE, PERSONALIZE

Think about how to use material in real How does this fit into the real life, relate information to background world? knowledge How can I work with others to do this? Work with others to help build confidence and to give and receive feedback

COOPERATE

SELF -TALK

I can do this! What strategies Reduce anxiety by reminding self of can I use to help me? progress, resources available, and goals

PROBLEM-SOLVE Can I guess what Make guesses this means? Is based on previous there another way knowledge to say/do this? What help do I Ask for explanation need? Who/Where and examples can I ask? What information do I need? Where Use reference can I find more materials information about this?

INFERENCE/ SUBSTITUTE

QUESTION FOR CLARIFICATION

RESOURCE

VERIFY

EVALUATE Were my predictions and guesses right? Why or why not?

SUMMARIZE

Check whether your predictions/gu esses were right Create a What is the mental, oral, gist/main idea written of this? summary