Portfolio in Languages Teaching Goal 1.1

What is a portfolio in Language learning? Portfolios are "a collection of individual students’ work put together in a file or ring binder. They belong to the student and can be updated as language learning continues by adding to and taking away pieces of work" (Iturain, 2007) . According to this author, Portfolios are made up of three parts: 1. The Passport (factual information of the learner) 2. The Language Biography (history of learner´s language learning experience), and 3. The Dossier (a collection of course work). According to O’Malley & Valdez Pierce, (1996) cited by Lynch Gomez (1999), "an assessment portfolio is the systematic collection and evaluation of student work measured against predetermined scoring criteria, such as scoring guides, rubrics, checklists, or rating scales". For this author, "portfolios provide a broader picture of student achievement than do tests alone, and can include a great deal of information that shows what students know and can do on a variety of measures". Assessment also include additional measures of student achievement such as writing samples or lab reports. More specifically, portfolios can include performance based assessments, information about students’ educational backgrounds and scores on commercially-developed, nationally norm-referenced tests", Lynch Gomez (1999). How does a portfolio contribute to the learning or a language?According to Itirain (2007) portfolios had advantages for teachers and learners, being amongst the enhance of learners’ motivation, helping learners to reflect on their own learning process (by making choices, reviews, comparisons and organize their own work) Portfolios also enable learners to look and have new cultural experiences and to work in their own time. For the case of teacher, portfolios are a tool to promote greater learner autonomy, making them involved in their own self assessment, and increasing learner's responsibility and parent’s involvement. Portfolios can provide a continuous picture of student progress How do we assess a portfolio? Teachers must take into account the factors for assessment focused in languages learning. Then, the teacher identifies those factors for achieve students’ needs and goals, they decide what to do and what information students need and how are going to obtain it. Normally, teachers establish criteria for assessment such as rubrics, checklists, and rating scales that helps the teacher to have a better control. References: Iturain, M. (2007). Porfolios in ELT. Teaching English. British Council. Retrieved from: http://www.teachingenglish.org.uk/article/portfolios-elt#sidr-0 Lynch Gomez, E. (1999). Assessment Portfolios and English Language Learners: Frequently Asked Questions and a Case Study of the Brooklyn International High School. Retrieved from https://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/ass_port_ell.pdf

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