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Language portfolio
The basic idea o f a portfolio is to provide a much wider range of evidences of the language skills o f a student. It involves analyzing and evaluating multiple examples of a student's work and assessing a student's proficiencies and problem areas. Portfolio involves scoring a wide range of student’s work based on predetermined criteria. All students can have benefits from this type of self-assessment, because portfolios offer students the opportunity to demonstrate what they have learned and experienced with the target language. It can include the whole range of language evidences reflecting a much wider range of skills, It might include tests, readings, written work, essay plans, feedback and reflections.
The process of actually developing and finding content for the portfolio often means that both the teachers and the students play a role in the form they take. For example, it may be left to the student to decide what examples of writing or reading to include in the portfolio. In doing this the students ‘own’ their portfolios and learn and reflect from the process of actually choosing the content for the portfolio itself.
Language portfolio was created under framework of Council of Europe and it included three components:
1. The language passport, which is a record of language learning both inside and outside the classroom. This has personal information like any passport, plus a grid which provides information about the languages that the person speaks and their level, using the Common European Framework o f Reference.
2. The language biography which is a diagnostic self- assessment of FL, or L2 skills. It is done through a series of ‘can do‘ statements where the student ticks check boxes to demonstrate what s/he can and can’t do in a given language.
3. Finally, there is a language dossier/file. It is here where the students provide actual evidence of their language ability through a variety of artifacts.
Questions:
1. What do we mean by assessment?
2. What objects o f assessment can you enumerate?
3. What function does assessment fulfill in the ELT process?
4. What are the forms o f assessment?
5. What can you say about feedback and correction?
6. Think about purposes o f testing spoken skills and how they are undertaken in the ELT process.