Goal 1.3 To explain the use of a portfolio in language teaching     

What is a portfolio in Language learning? 

A portfolio for language learning is used to keep track of the students’ progress during the course. It can be used to observe the students’ improvement without them needing to take a test (also because tests tend to focus more on memorization and recall than their actual skill, not including the stress involved). The portfolio can be used to separate and organize the items and subjects seen over the duration of the course as well as it can include a glossary of terms or vocabulary that can be useful to the students.

It can be seen as a better alternative to assessment in comparison with the stress inducing one time evaluations. By using the portfolio we encourage the students to review and practice on what they have learned. Since it was It can also be used to have the students assess their peers’ work, but the teacher needs to make sure what is asked of them is clear and concise. There needs to be order for the portfolio to be as effective as it can be, and the teacher must consistently check what is introduced in the portfolio to ensure that the students don’t slack and leave everything for the end of the course.  

 

How does a portfolio contribute to the learning or a language?

A portfolio will act as both a facilitating instrument for assessment and a learning device. Since a portfolio’s primary function is to compile the class related work, both the student and the teacher can find it useful. Aside from the teacher being able to use it for assessment, the portfolio’s collection of relevant work will give the students a place to look back on to find a listing of the competencies they have worked to acquire over the course of the class. Therefore, a student can always consult it when necessary, be it before a test or simply as a reminder of the competencies for their level. Sharing their portfolio is another feature that the students can find useful, for they can compare notes and enrich their knowledge through team efforts. Overall, a portfolio is the evidence listing that one can go back on to study, supervise, assess, and share our progress.

 

 

How do we assess a portfolio?

Portfolios provide a picture of student achievement better than tests alone, and can include a great deal of information that shows what students know and can do on a variety of measures. 

Portfolio assessment allows students to reflect on their actual performance, showing their weak and strong points and observing the student's progression during the learning process, and encourages students to take responsibility for their own learning. 

In evaluating a portfolio the teacher should provide a rubric for the student so they know what they are to be working on. Portfolio can also be used for the teacher to self-assess themselves and just like the students seeing their own learning and growth, leading to a stronger self-directed and reflective teacher.

            In the end a portfolio is just a data collector and the teacher along with the student will choose what they will do with said data. 

 

 

 

 

REFERENCES

Arroway, R. (n.d.). The Guide to Using Portfolio Assessment in Language Teaching: 6 Tips for Success. Retrieved October 07, 1996, from  https://www.fluentu.com/blog/educator/assessment-in-language-teaching-2/

 

Cicmanec, K.M. & Viecknicki, K.J. (1994). Assessing Mathematics Skills through

      Portfolios: Validating the Claims from Existing Literature. Educational Assessment,

      2(2), 167-178.

 

Demirel, M., & Duman, H. (2015). The Use of Portfolio in English Language Teaching and Its Effects on Achievement and Attitude. Procedia - Social and Behavioral Sciences, 191,       2634-2640.