PPS Teacher Guide to World Language Portfolio Assessment

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					      PPS Teacher’s Guide to

             World Language

         Portfolio Assessment

      John W. Thompson, Ph.D., Superintendent
                   January, 2002

This work was made possible by a generous Title VI, Foreign Language
Assistance Program Grant , T293B990021, US Department of Education
                                        Teacher’s Guide to Portfolio Assessment

                   Committee Members

Isabel Espino de Valdivia   Teacher of Japanese & Spanish
Devin Browne                Teacher of French
Susan Cefola                Teacher of Spanish
Charlene Larkin             Teacher of French
Mina Levenson               Teacher of Spanish
Molly Miesse                Teacher of French
Pamela Miller               Teacher of Spanish
Martha Moore                Teacher of Spanish & Elementary
Wolfgang Weigner            Teacher of German
Barbara Weiss               Teacher of Spanish & French
Almut Wymard                Teacher of German

Thekla Fall                 Program Officer, World Languages

1. What is Portfolio Assessment?
   Portfolio assessment is a systematic, on-going collection of student work created in
   response to teacher-guided objectives. Entries are reflective and individually
   assessed, and the portfolio itself is collectively evaluated. A world language
   portfolio is more than a folder containing student work. Rather, it is a visual and
   aural record of students’ progress in the development of their target language skills
   over a period of time. The entries exhibit an emphasis on the following Standards
   – either individually or collectively:

     Communication         (Interpersonal, Interpretive, Presentational)
     Culture               (Perspectives, Practices, Products)
     Connections           (Connecting to other Subject Areas, Acquiring Information)
     Community              (School, Community, Lifelong Learning)
     Careers               (Career opportunities related to the language and culture)
     Technology            (Use of technology for communication and research)

2. Why use portfolios?
   Student portfolios provide evidence that a student is progressing toward standards
   attainment. They are an important tool not only for teachers, but for student self-
   assessment. They provide evidence and documentation of students’ progress and
   accomplishments in the development of their target language skills over a period of
   time. By personalizing the learning process, portfolios motivate students to take a
   more active role in their language learning.

3. What is the teacher’s role?
   The teacher will identify the assignments to be included in the portfolio and provide
   students with basic guidelines and materials. The teacher must determine the
   method of evaluation for each assignment (rubric) and should provide students
   with a list of criteria of what is to be included. For longer, more complex
   assignments, student should be given a timeline. Some assignments may be
   collaborative efforts, stemming out of ideas originated by students.

4. What is the student’s role?
   The student is responsible for completing each assignment according to the
   requirements and deadlines established by the teacher, and is expected to create
   a portfolio that is complete, well organized and easy to follow. The student should
   use the portfolio to self-assess areas of strength and areas needing continued
   growth and practice.

5. What is the parent’s role?
   Parents play an important role in supporting the portfolio process. They should ask
   their child to explain portfolio entries and works in progress. This will help to foster
   active involvement in the child’s language learning process.

                                                     Teacher’s Guide to Portfolio Assessment

6. What should be included in the portfolio?
  Examples of work that show progress towards attainment of the world language
    standards (see question number 1 on page 3 above)
  Speaking samples (audio and/or video-taped)
  Writing samples
  Special efforts and creative work
  Pieces of work of which the students are particularly proud
  Interdisciplinary projects

    Examples of oral projects and activities
        Dialogues (novice level)
        Interactive role-plays
        Oral journals
        Mini-PPS oral practice samples
        PPS Oral exams
        Voice-mail messages

    Examples of written projects and activities
        Oral reports and presentations
        Essays, letters, narratives, poems and journals
        Postcards, brochures, itineraries and signs
        Seasonal cards, recipes, menus and tickets
        Newsletters, newspapers, books and book covers, movie reviews
        Fairy tales, fables, science-fiction stories (story diagrams can be provided)
        Captioned photo albums and scrap books
        Print advertisements, passports and memos

    Examples of special efforts and creative works:
        Skits and short plays
        Choral, dance and/or festival presentations
        Masks, greeting cards
        Works of art that reflect cultural awareness
        Evidence of authentic foods prepared by students
        Web pages targeting language and culture
        Evidence of pen-pals, e-pals and foreign travel
        Power-point presentations

   Examples of interdisciplinary projects:
        Biographies on scientists, composers, artists, etc.
        Geography projects
        Currency and metric conversions

                                                  Teacher’s Guide to Portfolio Assessment

7.     How can portfolios be assessed?
     The method of assessment used and the weight that the portfolio grade carries is at
     the discretion of the teacher, and may include one or more of the following options:
            Assignment of an individual grade for each portfolio entry
            Use of the portfolio in place of a chapter or unit test
            Use of the portfolio to replace make-up work or to make up for a poor test
            Comprehensive assessment of the completed portfolio (see sample rubric in
            Appendix C)

8. What are some helpful hints for implementation?
        The amount and type of entries included in students’ portfolios is at the
        discretion of the teacher. It is recommended that a minimum of four
        contributions be included during each year of language study.
        For more complex or multi-step projects, it is recommended that the teacher
        provide students with a criterion checklist and timeline for each component
        part. This will help make the expectations clear and keep students on task.
        The teacher should keep copies of student portfolio entries from year to year
        to use as models of work at novice, partially proficient, proficient, and
        advanced levels (remember to remove student names).
        Students should see these models and participate in a discussion that
        focuses on the relevant criteria (from the rubric) that will be used to evaluate
        the project. Students should be given the opportunity to discuss the model
        and rationale for the rating.
        The teacher should send home a letter and the World Languages Portfolio
        Assessment Guide for Students and Parents to explain the portfolio process
        (See Appendix A and Appendix D)
        Student Reflection plays a key part in the portfolio process. Therefore,
        opportunities for periodic reflection must be allotted. (See Appendix A,
        Portfolio Entry Sheet)

9. How are portfolios organized?
   Teachers should provide each student with a folder in which to keep his/her portfolio
   entries (the hanging type or folders with pockets will work best.) Folders may be
   color-coded by class for the convenience of the teacher. It is recommended that
   portfolios be kept in the classroom.

10. What supplies are needed?
         One large container per class for portfolio storage
         One audio tape per student
         One video tape per class
         Access to tape recorders and video camera
         Access to computer lab with internet access and scanner
         One floppy diskette
         Applicable art supplies

                                                     Teacher’s Guide to Portfolio Assessment

11. What role can the portfolio play in graduation projects?
    The District is initiating a comprehensive two-year Graduation Project which may
    focus on one or various subject areas. This project will involve research, written
    documentation, and an oral presentation before a panel. It will be required for

   The following is a list of sample Graduation Projects that focus on the study of world
   language and culture. These would be done in the target language:

          Video presentation in the form of a skit, news report, documentary or other
          creative production
          Compilation of current events in the form of an informational booklet that
          documents political, social and economic changes in a target country
          encompassing a specific period of time
          Written and/or video-taped biography of a native of the target culture who is
          currently residing in the Pittsburgh area
          Written and/or video-taped documentation of a year in the life of a pen-pal or
          e-pal from a target country
          Documentation of and reflection upon volunteer service at the Pittsburgh
          Council for International Visitors
          Foreign travel with documentary video, journal, scrapbook and written
          Video-taped or Power Point presentation related to the art, music, history, or
          culture of the countries that have been studied

                       Teacher’s Guide to Portfolio Assessment

              Appendix A

  Sample Letter to Parents/Guardians

     Sample Portfolio Entry Sheet

Sample Portfolio Directions for Students

                                            Teacher’s Guide to Portfolio Assessment

           Sample Letter to Parents/Guardians

Dear Parent/Guardian,

Starting this year, your child will be using portfolios as part of his/her
world language learning assessment. The portfolio will contain
samples of your child’s work throughout the year and document
his/her progress in learning the language.

I am asking that you support this vital component of the foreign
language program by taking an active interest in the development of
your child’s portfolio.

After you have reviewed the Portfolio Assessment Guide for Students
and Parents, please sign below and have your child return this letter
to me.

Thank you.

We have read the Portfolio Assessment Guide for Students and Parents and
discussed the importance of preparing and maintaining a portfolio.

Parent/Guardian Signature: _____________________

Student Signature: ___________________________

Date: ____________________

                              Teacher’s Guide to Portfolio Assessment

         Sample Portfolio Entry Sheet
Today’s Date:_____________________

Task Description:_____________________________

What did I learn by completing this task?

What did I do well?

What could I have done better?

What were some difficulties I encountered?

My Sources:

Student Signature: ____________________________

Parent/Guardian Signature:______________________

                                        Teacher’s Guide to Portfolio Assessment

               Directions For Students
Your portfolio should be a reflection of your ideas, interests, and
learning. It should demonstrate growth and creativity in using your
language skills.

   Complete a Portfolio Entry Sheet for each new piece of work.

   Put all new work and the Portfolio Entry Sheet in the front of the

   Submit only work that is complete, neat, and well presented.

   Be prepared to discuss how your entries show growth and
   improvement over time.

                    Teacher’s Guide to Portfolio Assessment

         Appendix B

Connections to the PPS Literacy

  Recommended Resources

   Internet Sites for Rubrics

                                                  Teacher’s Guide to Portfolio Assessment

                               Connections to the
                          District’s 25 Books Per Year
                                Literacy Initiative

                        Alternatives to One Book Assignment
                          To be done in the target language

   Four articles in the target language
   Two fairy tales/short stories
   Simplified reader
   One children’s book
   One movie with subtitles, with appropriate follow-up assignments
   A collection of ten authentic materials
   • Home page
   • Greeting cards
   • Labels
   • Bus, train, school schedules
   • Song lyrics
   • Advertisements
   • Recipes
   • Comics
   • Instructions/directions

                      Samples of Evidence for the Student Portfolio
    Scrapbook of readings with annotation
    Classroom presentation
    Story telling of book/story/subtitled movie
    Book jacket
    Collage or poster
    Audio or video reference library
    Summary sheets/essay/book report
At the end of the year, World Language teachers should have students document
students’ reading on District forms and turn those in to the English teachers.
                                Teacher’s Guide to Portfolio Assessment

            Recommended Resources
1. Portfolio Assessment in the Foreign Language
   Classroom. National Capital Language Resource

2. EMC Portfolio Assessment Pamphlet. (Deutsch Aktuell
   and C’est à toi).

3. All About Me (French, German, Spanish Editions, 1999).
   Project C.O.A.C. H., University of California, Irvine.

4. Authentic Assessment, Proficiency Press Co., New
   York, 1995.

5. Assessment, Articulation, and Accountability: A NC
   Foreign Language Project, Funded by the Foreign
   Language Assistance Program (FLAP), Bernadette
   Morris, Nc Department Of Public Instruction.
                                                    Teacher’s Guide to Portfolio Assessment

                         Internet Sites for Rubrics

1. Use search engines like Google, Ask Jeeves, Altavista.

2. Use Power Access Pa. through your school libraries or through the
   Carnegie Library online.
   Ebsco database, including Eric.
   Sirs database,
   Infotrac database
   Galenet and Galegroup databases.
   Electric library
   A.P. photo archive

3. Suggested websites:
http://www.pde.psu.edu/ PA Department of Education, type in “rubrics”)

                              Teacher’s Guide to Portfolio Assessment

                   Appendix C


              SAMPLE RUBRIC for WRITING


                                                             Teacher’s Guide to Portfolio Assessment

                            Sample Rubric For Speaking
DIMENSION         Distinguished           PROFICIENT            PARTIALLY               NOVICE**
  Accuracy        Few to no errors          few errors            frequent errors     excessive errors
                                                                    which do not     which interfere with
                                                                   interfere with      communication
Pronunciation     easily understood     occasional errors;              many           speech is not
                  with minimal effort    understood with          mispronounced       comprehensible
                                          minimal effort               words;
                                                               comprehension is
  Fluency          sounds natural;      some hesitation;         frequent pauses     excessive pauses
                    minimal to no       communication is             that do not     that interfere with
                     hesitation             clear                  interfere with     communication
    Effort         exceeds all task         meets all          partial completion       does not meet
                    requirements          requirements                 of task          minimum task
                                                                   requirements         requirements
 Vocabulary          extensive,             wide use of        listing vocabulary;   listing vocabulary;
                   accurate use of         vocabulary in             somewhat         inaccurate usage
                     vocabulary           context; mostly         accurate usage
                                          accurate usage
  Listening         exceptional         accurate response;     limited response;        inadequate,
Comprehension        response;               adequate          comprehension is          inaccurate
                      thorough           comprehension is      somewhat evident           response
                  comprehension is            evident

 *Partially Proficient (Basic in Pa terminology)
 ** Novice (Below Basic in PA terminology)

 Please Note:
 The rubrics on these pages may be modified to meet the individual needs of the
 teacher and classroom as defined by the task being evaluated.

           Sample Rubric For Writing
 CATEGORY           Distinguished             PROFICIENT           PARTIALLY                NOVICE
   Content                 Exceeds               Meets all            Meets most           Incomplete;
                         requirements;       requirements; well      requirements;      missing some key
                         superior work        executed; above        average work         requirements
                                               average work

   Accuracy                Very few/no          Some minor            Some errors;       Frequent errors
                         errors; spelling,   errors; correct use       main idea is         that limit
                         agreement and        of grammar and        comprehensible;      comprehension;
                         word order are         vocabulary is         grammar and         grammar and
                             correct          evident most of        vocabulary are     vocabulary limited
                                                  the time         simple and limited
   Neatness,        Exceptionally neat         Well organized          Somewhat             Lacking
  Organization      and well                  and neat; good           organized;       organization and
and Presentation    organized;                  presentation       average neatness        neatness
                    excellent                                       and presentation

Comprehension          Very clear and             Clearly               Mostly              Somewhat
                     comprehensible;          comprehensible;      comprehensible;       comprehensible;
                     used appropriate         some errors, but        some parts            some ideas
                    grammatical forms          ideas are well      unclear, but able     distorted due to
                     to communicate            communicated        to communicate        improper use of
                           ideas                                    the main idea            language
     Effort              Exceeds                 Meets all           Meets most             Meets some
                    requirements and           requirements;        requirements;         requirements;
                        shows great             shows good           shows some         minimal evidence
                        evidence of             evidence of           evidence of       of thoughtful input
                      thoughtful input        thoughtful input     thoughtful input

         Sample Rubric For Comprehensive Portfolio Evaluation

  Distinguished                    Proficient          Partially Proficient              Novice
 Portfolio evidences          Portfolio is complete    Average portfolio may           Portfolio lacks
excellent organization           and fairly well       be partially incomplete.        organization, is
 and documentation.           organized. Format          Poor organization         fragmented and large
  Format adheres to            mostly adheres to       and/or documentation       parts are incomplete or
   required criteria.          required criteria.         may be evident.           inaccurate. Minimal
   Superior effort is          Sufficient effort is     Inadequate effort is          effort is evident.
       evident.                     evident.                   evident.

                      Teacher’s Guide to Portfolio Assessment

         Appendix D

        World Languages
Portfolio Assessment Templates
         Sample Projects

                                                      Teacher’s Guide to Portfolio Assessment

                   Portfolio Project Template
                                  Grade or Level___

Criteria:                                                     Due Date(s

Checklist: Things to think about:

Final Product and/or Presentation:                               Due Date
____________________________________                             _______

                            Scoring Rubric/Points
Student Name: _________________           Date:___________
                    Distinguished        Proficient          Partially              Novice

Teacher Signature: ______________________________       Total Score:___

                                                                     Teacher’s Guide to Portfolio Assessment

                          Sample Checklists/Rubrics
Standard: Communication
Mode:     Presentational
                        For Oral Presentation
                                                                         Yes          No
                                                                        (5 pts)     (0 pts)
                Had a main idea

                Used supporting examples/details

                Length of presentation appropriate

                Easy to understand

                Spoke loud enough

                Made eye contact with class members

                           Rating Scale for Oral Presentation
Performed task fluently   Performed task with no     Made some serious            Attempted to perform
with no major errors      significant errors         errors but performed         the task.
                                                     the task in a way that       Incomprehensible at
                                                     was understandable           times and serious
          20                         15                         10                           5

Standard: Communication
Mode:     Interpersonal

                                          For Interviews
Sentence answers, but      Sentence answers with     One word answer              No reply/didn’t answer
minimal or no errors       obvious major error(s)                                     question at all

          15                         10                         5                             0

Variety of question          Several similar         Few questions with               Unable to ask
types, minimal or no       questions, few errors     major errors                      questions

          15                         10                         5                             0

                                                               Teacher’s Guide to Portfolio Assessment

                          Sample Portfolio Activities
                          Fairytale Portfolio Project
                                              Level Two
Standard: Communication
Mode:     Presentational

Students have read three fairy tales (simplified versions) and have been working on
adjective endings.

Timeline:                                                                   Due Dates:
        Review the three fairytales that we have read.                          TUES
        Select one.
        Think how you can retell the story in about 5-6 sentences.
        Make sure your story has a beginning, middle, and end
        Practice telling the story, with a timer (90 seconds)                   WED
        Tell the story to a friend and ask for feedback (in class)              THURS

 Check for adjective agreement ( need at least 5 correct endings)
 Check for subject verb agreement (need good sentences)
 Check to make sure your story makes sense

Presentation:                                                                   FRI
Present your version of the fairytale to the class.
(Teacher may have students audio or video tape the story or present it in front of the class. In Level
two the story may be told in present tense. At a higher level, this activity may be done again with an
emphasis on past narration.)

                          Sample Rubric for Fairytale Project

Student Name:

Date:                                                                 Total Score:
     DIMENSION           DISTINGUISHED            PROFICIENT         PARTIALLY             NOVICE

 Comprehensibility          Main ideas of        Main ideas of     A few of the main    Evidence of key
                         story were evident   story were evident       ideas were          phrases,
                             and easily         but somewhat       evident but story     Sentences not
                             understood            difficult to       is difficult to       readily
                                                  understand           understand       comprehensible
                                20                   15                   10                  5

  Correct Adjective          6 or more               4-5                  2-3                0-1
      endings                   20                   15                   10                  5

                                                                     Teacher’s Guide to Portfolio Assessment

                                   Songs/ Poems/ Rhymes
                             Elementary/Middle/Secondary Levels

  Standard(s):                Communication
  Mode:                       Presentational
  Songs/Poems/Rhymes that have been taught in class or are available on tape
  Task: Choice of Singing a Song or Reciting a Poem or Rhyme
  Procedures Step by Step:                                                        Due Date(s)
  Select a favorite song/poem/rhyme and practice singing (reciting) it
  by heart (Must have at least 7 lines)
  Sing or say it to a partner with appropriate pronunciation and Gestures (in class)

  Checklist: Things to think about:
               Do you know all of the words? Can you sing/say them fluently?
               Are you pronouncing them correctly?
               Have you added appropriate intonation? Gestures?
               Does your song/poem/rhyme have at least 7 lines?

  Final Product and/or Presentation:                                                Due Date
  Sing the song or recite the poem/rhyme to the class

                                             Sample Rubric
  Student Name: ________________                               Date: ___________

Pronunciation         Easily understood       Few errors,                Somewhat difficult to     Very difficult to
                                              understandable             understand                understand
                                20                        15                        10                       5
Knows                 Knew 7 or more lines    Knew 5-6 lines             Knew 3-4 lines            Knew 1-2 lines
Lyrics/Lines                    20                        15                        10                       5
Delivery              Fluent with natural     Somewhat fluent with       Some hesitation, little   Not fluent, much
                      gestures/intonation     appropriate                fluency, some             hesitation, few
                                              gestures/intonation        gestures/intonation       gestures or little
                                 20                       15                         10                       5

  Total Score:___                             Teacher Signature___________________________

                                                              Teacher’s Guide to Portfolio Assessment

                                                                              Barbara Weiss
                                                                              Brashear High School
                             Student Bedroom
                                Level One
Standard: Communication
Mode: Presentational (written)

Completion of Chapter 4.3 Ya Verás
Vocabulary: I have, nationalities, bedroom vocabulary

Students are to draw and describe their bedroom

       • 10 different items, minimum
       • a separate sentence describing each item, including nationality, i.e., I have
          2 Chinese plants.
       • 4 complex sentences explaining why you own 4 of the items, i.e., I like to
          listen to rock music in my room.
       • Minimum of 3 different nationalities
       • Neat, legible, attractive
       • Work completed on time
Due Date: ________________________________

                      Sample Scoring Rubric/Points
Student Name: ____________________ Date:
  Distinguished            Proficient                     Partially                 Novice
  Meets and exceeds    Meets all criteria, but        Items missing, not as     Little evidence of
    expectations         not as complex                     complex                    effort
        12                       9                             6                        3

Teacher signature:_______________________ Score: ____


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