containdataresultsfromstandardizedtesting,samplesofstudentworkwhichcanbewritten,

CPM1

CPM1Task2:

Performance-BasedPortfolios TheAssessmentofLanguageandContentLearningUsingPortfolios ContentLearning Astudent’sportfolioisavaluabletoolforateacherasthestudentworkthatiscollectedpaintsa pictureoftheir’academicabilities,weaknesses,andstrengths.Portfoliosareversatileandcan containdataresultsfromstandardizedtesting,samplesofstudentwork(whichcanbewritten, drawings,recordings,etc.),andcorrespondencebetweenparents,teachers,andsupportstaff involvedinthestudent’slearning.Inmyclassroom,Iutilizeportfolios.Icollectdata throughouttheyearoneachofmystudents.Icanusetheitemscollectedtoseetheprogression thateachlearnerhasmade,andIcanalsowheretheystruggle.Attheendoftheschoolyear, theseportfoliosareincludedinwiththeirpersonalschoolfileandpassedontothenextteacher, fileholder,orschool.Passingthisinformationalongallowsforthenextteachertogettoknow hernewstudentbeforetheyeverwalkintotheirclassroom.LanguageLearning PortfoliosarebeneficialtoolwhenlookingatandassessinganEnglishLanguageLearner.Just likeinanyportfolio,youwouldincludethestudentdatagatheredfromstandardizedstate testingandbenchmarks.Inaddition,forELL’syouwouldalsoneedtoincludeinformation fromLanguagetestingsuchasresultsfrom,WIDA,ELPAC,andotherstaterequiredLanguage testing.Thisdatewillshowtheprogressionofthespeakers’newlyacquiredlanguageskills

regardingthecategoriesofwrittenexpression,listeningcomprehension,readingcomprehension, andspeakingcategoriesaseachcategoryrepresentsspecificqualitiesofacquiringanew language.Alloftheseitemscanresultindesigningalanguagelearningplanspecificallytailored tothatstudent.Itisimperativetonotewithintheportfolioallaccommodationsormodifications,suchasrevised orshortenedwritingprompts,workchunking,extendedtime,visuals,recordings,etc.,usedin testingorassignmentsbenotedintheportfoliosothatthelearnerisbeingassessedaccordingly, basedontheirlanguageabilities,andnotcomparedtoastudentwhoisnativetothelanguage thatisusedinadministeringtheassessmentsandassignments(Gomez&NortheastandIsland RegionalEducationalLaboratory-BrownUniversityAlliance,n.d.).ElementsofaPortfolio Creatingaportfoliobeginswithdecidingwhatshouldbeincludedinit.Studentsshouldbepart ofthisdecision-makingprocessasthisisarepresentationofthemandwillbeviewedbymany peoplethroughouttheiracademicjourney.Theteachershouldalsoexplainthepurposebehind theportfoliotothestudent.Inadditiontothestudentinvolvement,thereneedstobeparent involvement.Anyonewithaccessshouldbeclearontheguidelinesandsetupoftheportfolioin questionsothatitiskeptorganizedandeasytofollow.Belowaresomeguidelinesthatshould beconsideredwhencreatingandimplementingastudentportfolio.Thisisnotatypicalportfolio inthatitisnotjustshowingacademicprogression,theseguidelinesareappropriateandrelevant astheyreflectacademicprogressionwhilealsolearningandmasteringanewlanguagewithin theseacademics.

TimeandSpace Forthisexplanationofportfolioguidelines,pleaseconsiderthatthisportfolioisdigital.Thisis mostefficientasconcernswithphysicalspaceandstoragebecomesirrelevant.Italsoallows manypeopleaccessatthesametimeanddocumentsandrecordingscanbeuploadedquickly.

1.Itemsincludedwithintheportfoliomustbekeptinchronologicalorderoftheschool year.Forexample,thedocumentshouldbesetupwithfolders.Eachfoldernamedfor schoolyear-AugusttoMayorwhatevertheschoolyeartermisforthatstudent.This keepseachschoolcalendarseparateandmakesiteasiertoseeprogressionfromschool calendaryeartoschoolcalendaryear.Instructionsandexplanationtothisportionofthe portfolioneedstobeinbothEnglishandthefamiliesfirstlanguage.

2.Withineachofthosefolders,thereshouldbefoursub-folders,oneforeachlanguage categorysuchas,ReadingComprehension,WrittenExpression,Listening Comprehension,and,Speaking.Inthesefolders,onewillhaveaccesstospecific assignments,activities,projects,recordings,etc.,relatedtothatlanguagecategory.If someoneneededinformationonastudent’swrittenexpressionabilities,theycouldgoto directlytothatsubfolderforthatschoolyearandseestudentwork.

3.Alongwiththosesubfolders,thereshouldbesubfoldersforStateRequiredTesting results,andCorrespondencebetweenparents,teachers,andsupportservicemembers.Thesefolderswouldstorethatdataandinformationandcanbequicklylocated.

4.Instructionsandexplanationtothisportionoftheportfolioneedstobeinboth Englishandthefamiliesfirstlanguage.ParentInvolvement Iftheportfolioisstoredvirtually,thesealsohelpsinkeepingtheparentsorguardiansupdatedto thestudent’sacademicandlanguageprogression,givingthemaccessatanytime.

1.Usingthechecklistcreatedbelowtitled,“LanguagePortfolioChecklist”,thereisa sectionwhereparentscanaddanassignmentorassignmentsoftheirchoiceeveryquarter.Thisgivesthemthefeelingofinclusionwhichisimportantastheyplayanintegralrolein thelearner’ssupportsystem.Parentscanalsodocumentwhytheychosethatparticular pieceofworktoshowcasetheirchild’sachievementorevenstruggles.

2.Instructionsandexplanationtothisportionoftheportfolioneedstobeinboth Englishandthefamiliesfirstlanguage.StudentSelf-Assessment Adigitalportfolioalsokeepsthestudentawareoftheirprogression.

1.Usingthechecklistcreatedbelowtitled,“LanguagePortfolioChecklist”,thereisa sectionwherestudentscanaddanassignmentorassignmentsoftheirchoiceevery quarter.Thisgivesthemthefeelingofownershipanditkeepsthemtunedintotheir academicandlanguagesuccess.