12th week of Call (26/05)

Classroom Practice : Practical Assemssment in the Call Classroom

- Techniques and Methods
Testing
Verbal Reporting
Observation
Written and Oral Retelling
Using Graphical Organizers
Role play
Academic journals
Self-Assessment
Portfolios

Among these, personally I like portfolio. The reason why I like is teachers can evaluate student as a process, not as a result.

Portfolio :: Apple and Langer (1992) define portfolios as a cumulative collection of the work students have done. Some of the most popular forms are the following :

1. a traditional “writing folder” in which students keep their work

2. a bound notebook with separate sections kept for work in progress and final drafts

3. a loose-leaf notebook in which students keep their drafts and revisions

4. a combination folder and big brown envelope where student’s writings – exercises, tests, compositions, drafts, and so on – are kept.

5. a notebook divided into two sections : one for drafts and the other for final copies

Portfolios show a student’s work from the beginning of the term to the end, giving both teacher and student a chance to assess how much the latter’s writing has progressed. Portfolio collections may also serve as responses to student writing.

According to Farr and Lowe (1991) for portfolios to meet the goals of literacy assessment, they must be developed as follows :

 Teacher and students both add materials to the portfolio.

 Students are viewed as the owners of the portfolios.

 Conferencing between students and the teacher is an inherent activity in portfolio assessment.

 Conference notes and reflections of both the teacher and the student are kept in the portfolio.

 Portfolio need to reflect a wide range of student work and not only that which the teacher or student decides is the best.

 Samples of the student’s reading and writing activities are collected in the portfolios, including unfinished projects.