Portfolios (Definition and benefits)
General guidelines for using portfolios
Guidelines for using portfolios interactively
Conferences (Definition and benefits)
General guidelines for conducting conferences
portfolio is a purposeful collection of students´
work that demonstrates to their peers and others their
efforts, progress, and achievements in given areas.
The primary value of portfolios is in the assessment
of students achievement.
Classrooms in which portfolio assessment plays a
major roles are more student-centered, collaborative
A continuous, cumulative record of language development
A holistic view of students learning
Insights about progress of individual students
Opportunities for collaborative assessment and goalsetting with students
Tangible evidence of student learning to be shared with
parents, other educators and other students
Opportunities to use metalanguage to talk about language.
Students involvement in assessment
Responsibility for self-assessment
Interaction with teachers, parents, and students about
Students ownership of and responsibility for their own
Excitement about learning.
Students 'ability to think critically about schoolwork
Collaborative, sharing classrooms.
General guidelines for using portfolios
It is a matter
What are portfolios?
Work kept in portfolios
Amount of work kept in portfolios
The number of
pieces should be
It is necessary
to review and
Decisions should be
shared by teacher and
students, so that students
maintain ownership of
and responsibility for
and analysis of
be carried out on
have access to
portfolios in a
accessible area to
have easy access.
Guidelines for Using Portfolios Interactively
The sense of responsibility and excitement for learning can
result from the use of portfolios and critically depend on :
• Portfolios being used interactively
• Students’ assuming ownership of
• Students’ controlling the review
Suggestions for making portfolios interactive
vehicles for promoting student involvement in
Include students as much as possible in
decision making about their portfolios.
Students choose the pieces to be included in
Negotiation about how work will be assessed
and which criteria will be used for assessment.
Plan portfolio conferences periodically.
With school-aged students, include parents in
Encourage students to review and share their
portfolios with other students
Organize reviews of individual student
portfolios by small groups or the whole class
Ensure that the discussions of portfolios are
positive and collaborative and under the
control of SS.
Adopt always a positive collaborative and
supportive attitude .
Portfolios & Student Self-Reflection
By using portfolios Students (SS) can
Be agents of
To ask SS write
or give a
to reflect on
their work in
front of their
Set goals for
Specific ways of
Guidelines for using portfolios to plan
Teachers can use portfolios to plan instruction
that is responsive to students needs.
Review SS´work after
major units or periods
Look for recurrent and persistent
SS’ difficulties and keep a record.
Listen carefully SS´ comments about
difficulties they have faced during the process.
Engage SS in joint a goal setting and instructional
planning, and ensure that these goals and plans are
incorporated into teachers’instruction.
used to review the content of portfolios
Conferences can be used more widely as part
of evaluation, and generally take the form of a
conversation or discussion between teachers
and students about school work.
Conferences can include individual students,
several students, or even the whole class
Identify successful and problematic learning strategies or
styles that students are using.
Identify aspects of instruction that students have and have
not successfully mastered.
Identify problematic aspects of language performance for
Understand students’ motivations and interests.
Teachers direct questions to their SS
to gain insights about:
Their application of skills and knowledge taught in
Specific difficulties they have when doing schoolwork
and how they resolve them .
The processes or strategies they use in the performance
of certain language-based tasks.
Their understanding of or beliefs about certain aspects
of language, such as reading and writing.
Their interestand goals with respect to language.
Their understanding of and responses to intructional
To be self-reflective
To assume responsability for their own learning
To collaboratively set individual learning goals
To assume ownership of learning
To recognize and enjoy their accomplishments
To communicate orally in one-to-one conversations
with their teachers about schoolwork in ways that are
important to them.
GUIDELINES FOR CONDUCTING
feel that the
control and for
review the work
to comment on
their point of
WHEN TO CONFERENCE?
the conferences with each student on a
regular basis throughtout the year or course in
order to monitor progress.
When the conference is used at the end of a
major unit, conferencing can help assess learning.
Conferences that are conducted irregularly and
infrequently are not useful for instructional
planning, nor does this allow students to become
familiar so that it is maximally beneficial.
is also useful to record observations and
insights arising from the review.
comments about conferences is
especially useful and important because the
conferences do not provide a written record.
Specific ways of
and conferences are innovative and
valuable methods of collecting information for
They give SS opportunities to use language
with teachers in ways that rarely occur during
When both portfolios and conferences are
used interactively, they give SS a sense of
involvement in, control over, and enthusiasm
Geneese & Upshur (1996) Classroom-based
evaluation in second language acquisition. p.