TASK 15 -- Communicative Approach2

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Date Posted: 00:35:35 08/15/03 Fri
Author: C�ssia Scheinbein
Subject: TASK 15

TASK 15

YOUR TASK IS:
How can we use portfolios to evaluate our students' progress?

Portfolio assessment is an ongoing process involving the student and teacher in selecting samples of student work for inclusion in a collection, the main purpose of which is to show the students' progress. It makes intuitive sense to involve students in decisions about which pieces of their work to assess and to assure that feedback is provided. Teacher and peer reviews are important. Portfolio provides a wider range of evidence on which to judge whether students are becoming competent, purposeful language users. It can serve as the basis of parent-teacher conferences to review students' progress over time throughout the school year. They 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. The contents of students' portfolios can provide information to teachers which can help them make decisions about curriculum. If, by reviewing students' writing samples, the teacher finds that many students are writing more complex sentences than they have been taught, but their attempts have grammatical errors, the teacher may decide to re-prioritize the curriculum plan to cover more advanced forms of writing which the students appear ready to learn. Perhaps a portfolio's greatest potential lies in documenting and charting students' growth in proficiency in the four language skills of listening, speaking, reading, and writing. If the curriculum has been designed in a way which allows students to acquire a progressively-increasing base of knowledge and skills, items can be placed into the portfolio over time which allow anyone looking at the portfolio's contents to see increased knowledge and sophistication with using vocabulary, to detect greater accuracy in pronunciation, to hear how the learner's oral production has become more fluent, and to see growth in using the language for written purposes.

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