Portfolios in self assessmentPortfolios in self assessment
Maria Luisa MuMaria Luisa Mu
ObjectivesObjectives
 Familiarize with the use of PortfoliosFamiliarize with the use of Portfolios
(What, Why, How)(What,...
DefinitionDefinition
 A collection of student work that exhibitsA collection of student work that exhibits
the student’s ...
Types of PortfolioTypes of Portfolio
 Working portfolio: worksheets andWorking portfolio: worksheets and
assignments the ...
Why use portfolio assessment?Why use portfolio assessment?
 Matches assessment to teachingMatches assessment to teaching
...
Why portfolios?Why portfolios?
 Helps learners realise that learning is aHelps learners realise that learning is a
proces...
Essential elements of the PortfolioEssential elements of the Portfolio
 Introduction :a) cover letterIntroduction :a) cov...
Stages in implementing PortfoliosStages in implementing Portfolios
 Identifying goalsIdentifying goals
 Introducing the ...
Stages in implementing PortfoliosStages in implementing Portfolios
 Notify other interested partiesNotify other intereste...
Assessing language skillsAssessing language skills
 Task 1: How assessment ofTask 1: How assessment of
performance can be...
How should the portfolio beHow should the portfolio be
assessed?assessed?
 Clear criteria that has been developedClear cr...
Assessing aural/oral skillsAssessing aural/oral skills
 Task: devise classroom activitiesTask: devise classroom activitie...
How can I start working ?How can I start working ?
 Read carefully through the unitRead carefully through the unit
 Deci...
How can I start?How can I start?
 Design questions to trigger reflections onDesign questions to trigger reflections on
th...
How can I start?How can I start?
 Start teaching the unit. DevelopStart teaching the unit. Develop
assessment criteria fo...
FAQFAQ
 Isn’t portfolios a lot more work?Isn’t portfolios a lot more work?
 How reliable are students’ evaluation?How re...
FAQFAQ
 How will I find time for student-teacherHow will I find time for student-teacher
conferences?conferences?
 Must ...
ConclusionConclusion
Portfolio work is and addition toPortfolio work is and addition to
the teacher’s teaching andthe teac...
CHECKLIST FOR GRADING YOUR PORTFOLIO
MY PORTFOLIO
1. Includes all the required items1. Includes all the required items 30%...
ASSESSING PERFORMANCE
GoalGoal A Sample ClassroomA Sample Classroom
ActivityActivity
Portfolio EvidencePortfolio Evidence ...
RATING SCALE
AreasAreas GradeGrade
FluencyFluency 55
Spoke hesitantlySpoke hesitantly
1010 1515
Fairly fluentFairly fluent...
A CHECKLIST
ACTIVITYACTIVITY YESYES 1/21/2 NONO
□□ We practiced before we put it on tapeWe practiced before we put it on t...
GoalGoal A Sample ClassroomA Sample Classroom
ActivityActivity
Portfolio EvidencePortfolio Evidence
Ask and answerAsk and ...
GoalGoal A Sample ClassroomA Sample Classroom
ActivityActivity
Portfolio EvidencePortfolio Evidence
Express likes, dislike...
GoalGoal A Sample ClassroomA Sample Classroom
ActivityActivity
Portfolio EvidencePortfolio Evidence
Follow stages in aFoll...
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Portfolios in self assessment

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This presentation was made in 2003 when Portfolios were not in currently use in Peru. It provides a basic idea of how they can be used and some people may still find it useful.

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Portfolios in self assessment

  1. 1. Portfolios in self assessmentPortfolios in self assessment Maria Luisa MuMaria Luisa Mu
  2. 2. ObjectivesObjectives  Familiarize with the use of PortfoliosFamiliarize with the use of Portfolios (What, Why, How)(What, Why, How)  Have a go at choosing activities that couldHave a go at choosing activities that could be assessed through portfolios.be assessed through portfolios.  Clarify some doubts you may have aboutClarify some doubts you may have about using Portfolios as self-assessment tools.using Portfolios as self-assessment tools.
  3. 3. DefinitionDefinition  A collection of student work that exhibitsA collection of student work that exhibits the student’s efforts, progress andthe student’s efforts, progress and achievements in one or more areas.achievements in one or more areas.  A collection of learners’ work assembledA collection of learners’ work assembled over a period of time.over a period of time.
  4. 4. Types of PortfolioTypes of Portfolio  Working portfolio: worksheets andWorking portfolio: worksheets and assignments the learners have worked onassignments the learners have worked on during a course.during a course.  Assessment portfolios: containsAssessment portfolios: contains assignments intended for assessment, notassignments intended for assessment, not just feedbackjust feedback
  5. 5. Why use portfolio assessment?Why use portfolio assessment?  Matches assessment to teachingMatches assessment to teaching  Is a tool for assessing a variety of skillsIs a tool for assessing a variety of skills  Develops awareness of own learningDevelops awareness of own learning  Allows for assessment of evidence onAllows for assessment of evidence on effort, progress and product.effort, progress and product.  Help learners become metacognitiveHelp learners become metacognitive
  6. 6. Why portfolios?Why portfolios?  Helps learners realise that learning is aHelps learners realise that learning is a process and that mistakes are allowed.process and that mistakes are allowed.  Caters to individuals in the heterogeneousCaters to individuals in the heterogeneous class.class.  Develops independent and activeDevelops independent and active learners.learners.
  7. 7. Essential elements of the PortfolioEssential elements of the Portfolio  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 learnConclusion: Reflections (What did I learn from it?, What did I do well?)from it?, What did I do well?)
  8. 8. Stages in implementing PortfoliosStages in implementing Portfolios  Identifying goalsIdentifying goals  Introducing the idea of portfolio to yourIntroducing the idea of portfolio to your class.class.  Specifying portfolio contentSpecifying portfolio content  Give guidelines for portfolio presentationGive guidelines for portfolio presentation  SampleSample
  9. 9. Stages in implementing PortfoliosStages in implementing Portfolios  Notify other interested partiesNotify other interested parties  Assessing the portfolios and givingAssessing the portfolios and giving feedbackfeedback  Student-teacher conferencesStudent-teacher conferences  Follow-upFollow-up
  10. 10. Assessing language skillsAssessing language skills  Task 1: How assessment ofTask 1: How assessment of performance can be implemented inperformance can be implemented in the classroomthe classroom..  Assessing performance at givingAssessing performance at giving directionsdirections  Rating scaleRating scale  ChecklistChecklist
  11. 11. How should the portfolio beHow should the portfolio be assessed?assessed?  Clear criteria that has been developedClear criteria that has been developed jointly (teachers and students)jointly (teachers and students)  Learners must develop assessmentLearners must develop assessment criteriacriteria  Learners work in groups and are given twoLearners work in groups and are given two samples of the same assignmentsamples of the same assignment  They explain why they find one better thanThey explain why they find one better than the otherthe other
  12. 12. Assessing aural/oral skillsAssessing aural/oral skills  Task: devise classroom activitiesTask: devise classroom activities and portfolio evidence for theand portfolio evidence for the following: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
  13. 13. 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 unit.Decide on the core elements in the unit.  Translate the core elements intoTranslate the core elements into assignments which require personal inputassignments which require personal input from the learnersfrom the learners  Think of additional activities which wouldThink of additional activities which would help achieve these objectiveshelp achieve these objectives
  14. 14. How can I start?How can I start?  Design questions to trigger reflections onDesign questions to trigger reflections on the choice, process and product ofthe choice, process and product of learninglearning  Decide how the portfolio will be assessedDecide how the portfolio will be assessed  Decide on a time schedule for handing inDecide on a time schedule for handing in the various assignments and the finalthe various assignments and the final portfolioportfolio
  15. 15. How can I start?How can I start?  Start teaching the unit. DevelopStart teaching the unit. Develop assessment criteria for the variousassessment criteria for the various assignments jointly with the learners.assignments jointly with the learners.  Enjoy!!!!!!Enjoy!!!!!!
  16. 16. 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 inIs it fair to make everyone take part in portfolio assessment, especially when Iportfolio assessment, especially when I am teaching a heterogeneous class?am teaching a heterogeneous class?  How will it affect what I do in theHow will it affect what I do in the classroom?classroom?
  17. 17. FAQFAQ  How will I find time for student-teacherHow will I find time for student-teacher conferences?conferences?  Must I correct all the items in eachMust 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 theHow do I know the portfolio is the student’s own work?student’s own work?
  18. 18. ConclusionConclusion Portfolio work is and addition toPortfolio work is and addition to the teacher’s teaching andthe teacher’s teaching and assessment repertoire.assessment repertoire.
  19. 19. CHECKLIST FOR GRADING YOUR PORTFOLIO MY 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%
  20. 20. ASSESSING PERFORMANCE GoalGoal A Sample ClassroomA Sample Classroom ActivityActivity Portfolio EvidencePortfolio Evidence Assessment ToolsAssessment Tools Give and follow simpleGive and follow simple directions anddirections and instructionsinstructions Giving and followingGiving and following directions with mapdirections with map Pair-work cassette,Pair-work cassette, completed taskcompleted task (filled-in map)(filled-in map) Self/Peer assessmentSelf/Peer assessment with checklists,with checklists, teacher’s rating scaleteacher’s rating scale
  21. 21. RATING SCALE AreasAreas GradeGrade FluencyFluency 55 Spoke hesitantlySpoke hesitantly 1010 1515 Fairly fluentFairly fluent 2020 2525 spoke fluentlyspoke fluently VocabularyVocabulary 55 No expressionsNo expressions usedused 1010 1515 somesome expressionsexpressions usedused 2020 2525 All expressionsAll expressions usedused ProductProduct 55 Did not getDid not get message across:message across: Did not findDid not find place on mapplace on map 1010 1515 FollowedFollowed part ofpart of routeroute 2020 2525 Got messageGot message across: Foundacross: Found place on mapplace on map ProcessProcess 55 No evidence ofNo evidence of cooperationcooperation 1010 1515 PartiallyPartially took turnstook turns 2020 2525 Took turns,Took turns, listened to eachlistened to each otherother
  22. 22. 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 goodnot so good excellentexcellent 1-21-2 3-43-4 5-65-6 7-87-8 9-109-10
  23. 23. GoalGoal A Sample ClassroomA Sample Classroom ActivityActivity Portfolio EvidencePortfolio Evidence Ask and answerAsk and answer simple questionssimple questions □□ Interview impairs to fill inInterview impairs to fill in ID card for partner.ID card for partner. □□ Survey on chosen subjectSurvey on chosen subject □□ Cassette of role-playCassette of role-play (also ID card)(also ID card) □□ Filled-in form onFilled-in form on surveysurvey
  24. 24. GoalGoal A Sample ClassroomA Sample Classroom ActivityActivity Portfolio EvidencePortfolio Evidence Express likes, dislikesExpress likes, dislikes and feelingsand feelings ““show and tell” aboutshow and tell” about your hobby in group/your hobby in group/ classclass Video clip/ cassette ofVideo clip/ cassette of presentation,presentation, multimediamultimedia
  25. 25. GoalGoal A Sample ClassroomA Sample Classroom ActivityActivity Portfolio EvidencePortfolio Evidence Follow stages in aFollow stages in a processprocess Listen to instructions toListen to instructions to follow a recipefollow a recipe Sequence of stepsSequence of steps (number the(number the pictures)pictures)

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