Formative Portfolio Assessment in the ESL Classroom
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Ask for input – Experiences using portfolios What do you know about how others have used portfolios or other questions
Portfolio Assessment Portfolio Type
Assessment Purpose
Showcase
assessment of learning
Summative Evaluation
assessment of learning
Formative Evaluation
ongoing assessment of learning for the purpose of planning instruction
Description
created by student with help from teacher; demonstrates assessment as learning student’s best work, reflections, self-assessments
maintained by teacher; collection of summative pieces that shows achievement of specific goals; used for assigning grades or evaluating placement in a program
maintained by teacher; data that shows both needs and achievement; used to inform instruction and student’s goals
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Assess the “Whole Child” • true picture of depth and breadth of language proficiency (Brown, 2004)
http://www.ascd.org/whole-child.aspx
• rate and level of learning in comparison to true peers and self measured over time
• review of educational, cultural, and family information WIDA 2016: Formative Portfolio Assessment
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Advantages • Shows specifically what a student can do. • Shows specifically what a student needs. • Assist teacher in planning personalized learning experiences.
• Useful for parent conferences or intervention team meetings. WIDA 2016: Formative Portfolio Assessment
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Elsie • Grade 7
• Birthdate: 01/01/2003 • Birthplace: Tanzania
• First, home, and most spoken language outside of school: Kirundi • First enrolled in U.S. School: January, 2014 WIDA 2016: Formative Portfolio Assessment
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ACCESS Scores*
Performance Definition
*Report generated by ELLevation software WIDA 2016: Formative Portfolio Assessment
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WIDA Performance Definitions for Current Level
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Can Do Descriptors for Current Level* Grade Level Cluster 6-8: English language learners can process or produce the language needed to:
Assess the “Whole Child
*Generated by ELLevation software
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WIDA Performance Definitions for Next Level
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Can Do Descriptors for Next Level* Grade Level Cluster 6-8: English language learners can process or produce the language needed to:
Listening - level 3
Speaking - level 3
Reading - level 3
Writing - level 3
Process recounts by • Matching main ideas of familiar text read aloud to visuals • Stating the next event in a series based on clues from narrative or informational oral texts
Recount by • Relating a series of events by expressing time in multiple tenses • Connecting ideas in content-related discourse using transitions
Process recounts by • Identifying topic sentences, main ideas, and details in paragraphs • Connecting people to actions based on oral descriptions with details
Recount by • Producing short paragraphs with main ideas and some details • Composing dialogues or blogs based on personal experiences
*https://www.wida.us/standards/CAN_DOs/ WIDA 2016: Formative Portfolio Assessment
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Information to Include in Portfolio 1. In depth student profile
1. Baseline data of speaking, listening, reading, and writing 1. Continuing data from in depth analysis of speaking, listening, reading, & writing 1. Student self-assessment 1. Anecdotal observations
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Elsie’s Profile ● refugee family fled Burundi
● Time in schools outside of U.S. reported to be interrupted and limited compared to U.S. ● Parental education level - primary school ● Father still in Burundi
● Mother works nights -minimum wage job
● Interests- dance, hairstyles, African pop music (in Kirundi/Swahili), loves Junie B. Jones and Arthur books WIDA 2016: Formative Portfolio Assessment
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Conversation Transcription Rachel – Tell me what you have been learning about this [a diagram from
MyPlate.gov]
Elsie – Fruits this whole week.
Rachel - So like next week you might talk about vegetables? Elsie – We talking the whole thing.
Rachel – what have you learned about all those things you need to have on your plate? Elsie- Fruits haves mango, grapes, right? And vegetable have beans? And chicken, right? Rachel – Chicken?
Elsie – Oh chicken’s a protein. WIDA 2016: Formative Portfolio Assessment
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Alphabet Checklist
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Sight Word Inventory
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Writing Sample
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Running Record
m=meaning; s=structure/syntax v= visual WIDA 2016: Formative Portfolio Assessment
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Self-Analysis
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Analysis ● short phrases and sentences
● some specific content vocabulary
● reads at about the 1st grade level independently
● mostly looks at visual aspect of word to figure it out ● has trouble distinguishing /r/ & /l/ sounds ● confuses Cc & Ss, Gg & Jj
● does not know &/or confuses with and went in print WIDA 2016: Formative Portfolio Assessment
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Analysis continued ● incomplete acquisition of linking verbs (to be/have)
● incomplete acquisition of past progressive tense
● unsure of when to use the infinitive form (to +verb) ● confuses the present and past forms of verbs ● incomplete acquisition of article use
● incomplete acquisition of 3rd person present tense s phoneme WIDA 2016: Formative Portfolio Assessment
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Develop a Lesson Plan ● Choose a WIDA standard and a grade level state content standard.
● Determine content objective/s. Describe scaffolding you would use. ● Determine specific language objective/s. Describe scaffolding you would use.
● Use Elsie’s profile information and data analysis to inform your lesson plan.
● Utilize the level 2/3 Performance Indicators and CanDo Descriptors as resources for developing your lesson. WIDA 2016: Formative Portfolio Assessment
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Gallery Walk WIDA 2016: Formative Portfolio Assessment
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Question & Comments WIDA 2016: Formative Portfolio Assessment
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References Brown, C.L. (2004). Reducing the over-referral of culturally and linguistically diverse students (CLD) for language disabilities. NABE Journal of Research and Practice, 2(1), 226-243.
Portfolio based language assessment: Guide for teachers and programs. (2015). Ottawa, Ontario: Center for Canadian Language Benchmarks. Gómez, E. L. (1999). Assessment portfolios and English language learners: Frequently asked questions and a case study of the Brooklyn International High School. Providence, RI: The Education Alliance, LAB at Brown University. Retrieved from http://www.alliance.brown.edu/pubs/ass_port_ell/ass_port_ell.pdf WIDA Can-Do Descriptors (2007).
WIDA Performance Definitions (2007).
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Contact us for information:
Robin Schell -
[email protected] Rachel Denton -
[email protected]
Dr. Clara Lee Brown -
[email protected]
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