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Parameters to assess the E-Portfolio at CLUS.
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M. ED. PAOLA FORERO SALAMANCA
It is a self-reflective process that Intends to promote
student attainment [1]. Cowie and Bell [2] define it as the
bidirectional process between teacher and student to
enhance, recognize and respond to the learning. Black and
Wiliam [3] consider an assessment ‘formative’ when the
feedback from learning activities is actually used to adapt
the teaching to meet the learner's needs. Nicol and
Macfarlane-Dick[4] have re-interpreted research on
formative assessment and feedback and shown how these
processes can help students take control of their own
learning (self-regulated learning).
In the training field, formative assessment is
described as assessing the formation of the
student. Facilitators do this by observing students
as they:
• Respond to questions
• Ask questions
• Interact with other students during activities, etc.
• This enables the facilitator to evaluate own
delivery, fog index and relevance of content.
1. What is a language portfolio?
2. Do you assess the language portfolio?
Why?
3. What parameters do you have to assess
the language portfolio?
3. How often do you assess the language
portfolio?
AIMS OF THE EUROPEAN LANGUAGE PORTFOLIO
The Council of Europe aims to build a greater Europe based
on shared values, including tolerance and respect for cultural
and linguistic diversity. It promotes the use of the European
Language Portfolio as a practical means of helping people of
all ages and backgrounds to learn more languages and
engage with other cultures. The ELP is also a means of
presenting language skills and certification in any language, at
any level and however acquired, in a clearly understandable
way, using a standardized common European system of six
language proficiency levels: the Common European
Framework of Reference for Languages.
EAQUALS-ALTE electronic ELP
The EAQUALS-ALTE electronic
European Language Portfolio (eELP)
developed jointly by ALTE, and
EAQUALS, is based on the paper
version mentioned before. It is
recommended for adult users (16+).
It has been validated by the Council
of Europe and carries the validation
number: accredited model No.
06.2000 electronic version.
The EAQUALS-ALTE ePortfolio (e ELP) has been created
to act as a tool to help:
• Students develop their capacity to reflect on objectives,
ways of learning and success in language learning,
• plan and assume more responsibility for their own
learning.
The e-Portfolio uses electronic technologies as a container
(rather than the folder in the paper-based version) allowing
students to store items in many media
• scanned documents,
• audio,
• video,
• graphics.
http://www.eelp.org/eportfolio/index.html
The e-portfolio is a digital archive of
students’ work which allows them to
develop a portfolio to meet their
learning goals.
It is important for them to continue
working with the same portfolio until
the end of their levels.
CLUS
VIRTUAL PORTFOLIO
Allows students to work according to their needs and
likes
Avoids the use of paper, saving
natural resources.
Gives students the possibility to
practice what they have learned in class favoring
meaningful learning
Enhances different literacies
(links, videos, podcast, online exercises, etc)
Increases students’
confidence when using English as
a foreign language
Makes public everyone’s work.
Motivates students to use
different technological
tools while learning English
1. Layout: the way students’ portfolio should be in terms of:
• Presentation (creativity, type of file, audio, podcasts, images, technology
resources, etc.)
• Organization (its sections are clearly divided and its content is well
sequenced)
2. Course contents: Students may include homework, classwork and guided
learning activities coherently and cohesively.
3. Students’ independent work : work and/or different activities students do on
their own to study, review and learn course contents (this may include
students’ activities from the links they work on during the course),
4. Students’ oral performance. Presentation in front of the class: language
proficiency to consider conversational, mechanical and lexical competences.
The e-portfolio must be checked and revised by the teacher during the
whole level, and it is formally assessed twice:
• Feedback should be provided based on the student’s draft.
• When the students present in front of the class, grounded upon
established assessment parameters.
• Crooks, T. (2001), The Validity of Formative Assessments, Paper
presented to the British Educational Research Association Annual
Conference, University of Leeds, 13-15 September
• Cowie, B., & Bell, B. (1999), A model of formative assessment in
science education, Assessment in Education, 6: 101-116
• Black, P., & Wiliam, D. (1998), Inside the black box: Raising
standards through classroom assessment. Phi Delta Kappan, 80(2):
139-149
• Nicol, D.J. & Macfarlane-Dick, D. (2006). Formative assessment and
self-regulated learning: A model and seven principles of good
feedback practice. Studies in Higher Education, Vol 31(2), pp.199-
218