TaskFifteen -- Communicative approach

[ Show ]

Support VoyForums

[ Shrink ]

VoyForums Announcement: Programming and providing support for this service has been a labor of love since 1997. We are one of the few services online who values our users' privacy, and have never sold your information. We have even fought hard to defend your privacy in legal cases; however, we've done it with almost no financial support -- paying out of pocket to continue providing the service. Due to the issues imposed on us by advertisers, we also stopped hosting most ads on the forums many years ago. We hope you appreciate our efforts.

Show your support by donating any amount. (Note: We are still technically a for-profit company, so your contribution is not tax-deductible.) PayPal Acct: Feedback:

Donate to VoyForums (PayPal):

[ Login ] [ Contact Forum Admin ] [ Main index ] [ Post a new message ] [ Search | Check update time | Archives: 1, 2, 3, 4 ]

[ Next Thread | Previous Thread | Next Message | Previous Message ]

Date Posted: 19:17:16 08/10/03 Sun
Author: Danilo Crist�faro Alves da Silva
Subject: TaskFifteen

TaskFifteen, August 11th to 15th
Universidade Federal de Minas Gerais
Faculdade de Letras LET 076C Professora: Vera Menezes
Aluno: Danilo Crist�faro Alves da Silva - No: 2002026917 ____________________________________________________________________
Activity:
How can we use portfolios to evaluate our students' progress?

Traditional methods of assessment bring a lot of dissatisfaction among the teaching community. A search for alternative methods to assess students in order to get a clearer picture of students progress within the language learning process.

Having a portfolio is, in many ways, an excellent choice t cheek students progress on a more even way as it allows teachers to keep track of events, students performance and things of the like.
But what is the purpose
As Adams and Hamm (1992) state:
"Portfolios can be used as a tool in the classroom to bring students together, to discuss ideas, and to provide evidence of understanding and the way to apply it. Through critical analysis of their work--and of their peers--students gain insight into other ways of looking at a problem." (p.103)

In order to have a good portfolio the teacher has to adapt different �versions� of it so that it attracts students interest in the idea.

As we think of a good portfolio a question needs to be asked �What are the things that will make it a good portfolio? Who will keep it? What do you do with it at the end of the term?� These are obvious questions but that require good command and decent organizational skills.

There are many good reasons when ones decides to use a portfolio in language learning classrooms: it gives students the chance to display good work; it works as a vehicle for critical self analysis and the opportunity to use language to teach the subject.
Portfolios can be both full of text or just have a number of pictures.
The important thing is that the student will be using what is said in the classroom.
Now, even though there are misconceptions on how to do the thing

Although there are many inportant points to consider when designing a portfolio there seems to be two points that are of essential: purposes and audience.

These are the two essential points and should work as the starting point in a decision.

TaskFifteen, August 11th to 15th
Universidade Federal de Minas Gerais
Faculdade de Letras LET 076C Professora: Vera Menezes
Aluno: Danilo Crist�faro Alves da Silva - No: 2002026917

[ Next Thread | Previous Thread | Next Message | Previous Message ]

Replies:

Re: TaskFifteen -- Vera Menezes, 15:41:32 08/13/03 Wed