Portfolio evaluation– a medium for learning

Ellen Krogh

Crucial features of portfolios

Self evaluation Substantive conversation Reflective thinking and practice.

The term self-evaluation is used in a broader sense than self-assessment because it refers to ascribing value to the learning experience, first in the identification and understanding of the criteria and standards used, second by judging what is considered meritoriousand third by synthesising the implications for further action.

Klenowski 2002

In constructing a LS portfolio one might wish to consider the following:

The possibilities of constructing a portfolio with descriptors for competences on various age levels but without scaling on levels ( A,B,C) for domains

Constructing portfolios nationally in accordance with content and aims in national curricula based on common European principles for learner participation, communication and learning processes

The possibilities of constructing a portfolio more for learning purposes than for evaluation

Irene Pieper (ed.), Laila Aase, Mike Fleming, Florentina Sâmihăian

The European Language Portfolio as an instrument for documenting learning experiences– implementing the pedagogical function or how hard can we make the soft pages

The less we succeed in developing the means to make the effect to be assumed from other learning experiences visible with conclusive force, the more these regular ways of reporting one’s language abilities, reported in the so-called “hard pages” (Dobson, 1997, p. 17) will dominate the ELPs. Through that we will miss the substantial potential added value of the ELP. For the successful implementation of the pedagogical function we need repertoires for instructive experiences and documentation formats and forms that are transparent, informative, concrete, convincing, motivating, and As hard as possible.

G. Westhoff 1999 (http://www.coe.int/T/DG4/Portfolio/documents/studies_kohonen_westhoff.doc)Westhoff

Assessment and Classroom Learning

The research reported here shows conclusively that formative assessment does improve learning. The gains in achievement appear to be quite considerable, and as noted earlier, amongst the largest ever reported for educational interventions.

Black & Wiliam 1998

Challenges

Establishing an LS/LE portfolio which positions learners as agents of evaluation and learning.

Establishing an LS/LE portfolio which reflects the complexity and cultural contexts of LS as an integrated part of the comprehensive plurilinguistic construction of LE.

Creating ’hard’ descriptions, models and formats for representing learning experience, meta-kognition, reflection.