The Student´s Portfolio in English Language Classroom

Get Started. It's Free
or sign up with your email address
Rocket clouds
The Student´s Portfolio in English Language Classroom by Mind Map: The Student´s Portfolio in English Language Classroom

1. Provides the students with the opportunity to demostrate knowledge of a topic being studied.

1.1. A purposeful collection of student work; exhibits efforts, progress and achievements. (Paulson et. al., 1991).

1.2. A collection of samples ... To show others what you have accomplished, learned or produced. (Kimeldorf, 1994).

2. Two main types:

2.1. The process portfolio: documents the stages of learning. Progressive record of student knowledge growth.

2.2. The product portfolio: demostrates mastery of a learning task or a set of learning objectives. Contains only the best work.

3. Usefull for practical learning classes and for language assessment classes.

4. Purposes:

4.1. Encouraging self-directed learning

4.2. Enlarging the view of what is learned

4.3. Fostering learning about learning

4.4. Demostrating progress toward identified outcomes

4.5. Creating an intersection for instruction and assessment

4.6. Providing a way for students to value themselves as learners

4.7. Offering opportunities for peer-supported growth

5. Characteristics of Effective Portfolios

5.1. Continuous and ongoing opportunities for monitoring the progress toward achieeving objectives.

5.2. Multidimensional. Reflects various aspects of the learning process.

5.3. Provides for collaborative reflection and congnitive introspection about learning.

5.4. Clearly reflects the obtained results and what it was expected to learn.

5.5. Focus upon students´ performance-based learning experiences as well as their acquisition of key knowledge, skills and attitudes.

6. How to Develop a Portfolio

6.1. Organization and Planning

6.1.1. Entails decision-making on the part of students and teachers. Explains the purpose of the portfolio.

6.2. Collection

6.2.1. Meaningful artifacts and products reflecting educational experiences and goals. Based on a variety of factors that can include particular subject matter, a learning process or special projects, themes and/or units.

6.3. Reflection

6.3.1. Evidence of students´ cognitive reflections upon the learning process, for example, learning logs, reflective journals. Teacher and/or parent reflections may also be added.

7. Keep it simple and determine the goals and purposes. Encourage the students to take an active role in the development of their portfolios.