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.

1. Portfolios in self assessmentPortfolios in self assessment
Maria Luisa MuMaria Luisa Mu

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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)