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This is a power point file where we can learn something about students' portfolio, and make some changes using TIC'S in order to help students to develop their knowledge and group participation.

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  1. 1. Portfolio Assesment
  2. 2. What is a PORTFOLIO? <ul><li>&quot;A purposeful collection of student work that exhibits the student’s efforts, progress and achievements in one or more areas.&quot; (Paulson, Meyer 1991) </li></ul><ul><li>A form of assessment that students do together with their teachers. </li></ul><ul><li>A living, growing selection of a variety of teacher observations and student products, collected over time, that reflect a student's progress. </li></ul>
  3. 3. Key Characteristics of Portfolio Assessment <ul><li>A portfolio is not just a collection of student work, but a selection - the student must be involved in choosing and justifying the pieces to be included. </li></ul><ul><li>It provides samples of the student’s work, which show growth over time. </li></ul><ul><li>The criteria for selecting and assessing the portfolio contents must be clear to the teacher and the students from the beginning of the process. </li></ul><ul><li>The entries in an EFL portfolio can demonstrate learning and growth in all language domains/skills, or can focus on a specific skill such as appreciation of literature, or writing. </li></ul>
  4. 4. <ul><li>What is the objective of a portfolio? </li></ul><ul><li>The overall purpose of the portfolio is to enable the student to demonstrate to others learning and progress. </li></ul><ul><li>What is its importance? </li></ul><ul><li>The greatest value of portfolios is that, in building them, students become active participants in the learning process and its assessment. </li></ul>
  5. 5. How is student’s participation achieved? <ul><li>Each addition is carefully selected by the student for a specific reason: “ The collection must include student participation in selecting contents, the criteria for selection, the criteria for judging merit and evidence of student self-reflection.&quot; (Paulson, Meyer 1991) </li></ul><ul><li>By reflecting on their own learning (self-assessment), students begin to identify the strengths and weaknesses in their work. These weaknesses then become improvement goals. </li></ul>
  6. 6. What do portfolios consist of? <ul><li>Portfolios can consist of a wide variety of materials: teacher notes, teacher-completed checklists, student self- reflections, sample journal pages, written summaries, audiotapes of retellings or oral readings, videotapes of group projects, and so forth (Valencia, 1990). </li></ul><ul><li>But remember: </li></ul><ul><li>The main point of portfolio assessment is the thoughtful selection of evidence of learning - it is quality that counts, not quantity . </li></ul>
  7. 7. Why using Portfolio Assessment? <ul><li>Matches assessment to teaching: </li></ul><ul><li>The products that are assessed are mainly products of classwork, and are not divorced from class activities like test items. </li></ul><ul><li>Enables the teacher to get to know each and every student. Promotes joint goal-setting and negotiation of grades. </li></ul>
  8. 8. Why using Portfolio Assessment? <ul><li>Has clear goals: </li></ul><ul><li>Teachers have to know what their goals are in terms of what the students will be able to do. </li></ul><ul><li>Students have to know what they need to show evidence of in their portfolios. </li></ul>
  9. 9. Why using Portfolio Assessment? <ul><li>Gives a profile of learner’s abilities: </li></ul><ul><li>It shows efforts to improve and develop, and demonstrates progress over time. </li></ul><ul><li>A wide range of skills can be demonstrated. </li></ul><ul><li>Students are also assessed on work done together, in pairs or groups, on projects and assignments. </li></ul>
  10. 10. Essential elements of the portfolio <ul><li>Entries - both core (items students have to include) and optional (items of student’s choice). The optional items will allow the folder to represent the uniqueness of each student. </li></ul><ul><li>Dates on all entries, to facilitate proof of growth over time. </li></ul><ul><li>Drafts first drafts and corrected/revised versions of aural/oral and written products. </li></ul><ul><li>Reflections can appear at different stages in the learning process and can be written in the mother tongue at the lower levels or by students who find it difficult to express themselves in English. </li></ul>
  11. 11. Reflection <ul><li>This can relate to students’ performance, to their feelings regarding their progress and/or themselves as learners. </li></ul><ul><li>Students can choose to reflect upon some or all of the following: </li></ul><ul><li>What did I learn from it? </li></ul><ul><li>What did I do well? </li></ul><ul><li>Why (based on the agreed teacher-student assessment criteria) did I choose this item? </li></ul><ul><li>What do I want to improve in the item? </li></ul><ul><li>How do I feel about my performance? </li></ul><ul><li>What were the problem areas? </li></ul>
  12. 12. Stages in implementing Portfolio Assesment <ul><li>Introducing the idea of portfolios to your class: examples, advantages for evaluating. </li></ul><ul><li>Identifying teaching goals to assess through the portfolio : use PE, fix them together with students. </li></ul><ul><li>Specifying portfolio content: what and how much (both core and optional). </li></ul><ul><li>Give clear and detailed guidelines for portfolio presentation: characteristics, deadlines. </li></ul><ul><li>Explain how the portfolio will be graded: according to goals, checklists, self and peer assessment. </li></ul>
  13. 13. Giving feedback <ul><li>Provide feedback on the portfolios that is more than just a grade: </li></ul><ul><li>Write comments about portfolio items, pointing out strengths and weaknesses, and then add it to the portfolio to generate a profile of student’s ability. </li></ul><ul><li>Use self and peer-assessment as a tool for formative evaluation and as a reference for your own assesment. </li></ul><ul><li>Have short individual meetings with students, discuss progress and set goals for a future meeting jointly. </li></ul>
  14. 14. Follow-up <ul><li>After the portfolios are complete, it is a good idea to have an exhibition of portfolios and/or student-led parent-teacher conferences, in which students present their portfolios to their parents. </li></ul>