The Student's Portfolio in English Language Classroom

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The Student's Portfolio in English Language Classroom by Mind Map: The Student's Portfolio in English Language Classroom

1. Purposes of Portfolios

1.1. provide the students knowledge

1.1.1. - Encouraging self-directed learning. - Enlarging the view of what is learned. - Fostering learning about learning. - Demonstrating progress toward identified outcomes. - Creating an intersection for instruction and assessment. - Providing a way for students to value themselves as learners. - Offering opportunities for peer-supported growth.

2. The Characteristics of Effective Portfolios

2.1. - It is continuous and ongoing opportunities for monitoring students' progress toward achieving essential outcomes. - It is multidimensional, i.e., reflecting a variety of artifacts and processes reflecting various aspects of students' learning process. - It provides for collaborative reflection, including ways for students to reflect about their own thinking processes and cognitive introspection as they monitor their own comprehension, reflect upon their approaches to problem-solving and decision-making, and observe their emerging understanding of subjects and skills. - They clearly reflect stated learner outcomes identified in the core or essential curriculum that students are expected to learn. - They focus upon students' performance-based learning experiences as well as their acquisition of key knowledge, skills and attitudes.

3. Types of Portfolios

4. Develop a Portfolio

5. Definition

5.1. "A portfolio is a collection of samples that communicate your interests and give evidence of your talents. You use portfolio to show others what you have accomplished, learned or produced." (Kimeldorf 1994:4)

6. The Process Portfolio

6.1. states that teachers use process portfolios to help students identify learning goals, document progress over time, and demonstrate learning mastery.

7. The Product Portfolio

7.1. involves the students' selected examples of their best work. This type of portfolio can be graded in one of two ways. In many cases, these items are graded normally and then placed in the student's portfolio.

8. Organization and Planning

8.1. initial phase of portfolio development entails decision-making on the part of students and teachers. By exploring essential questions at the beginning of the process, students can fully understand the purpose of the portfolio and its status as a means of monitoring and evaluating their own progress.

9. Collection

9.1. This process involves the collection of meaningful artifacts and products reflecting students' educational experiences and goals.

10. Reflection

10.1. there should be evidence of students' cognitive reflections upon the learning process and their monitoring of their evolving comprehension of key knowledge and skills.