“Important decisions should not
rest on simple test scores”
Bailey 1998, 204
If important decisions should not rely on simple test scores, what else can we as language teachers do to underpin our impression about a student’s language ability? HEATON (1979, 7-8) suggests in his text ‘Writing English Language Tests’ to take into account a number of other factors, preferably from alternative assessment. One very popular alternative assessment method is the portfolio.
In this paper I will discuss the portfolio as a possible assessment method and its implementation in the foreign language classroom. Beginning with a brief introduction to the concept of alternative assessment and its positive features in contrast to traditional assessment methods, the portfolio shall then be introduced in detail. A summary of the advantages and disadvantages of using portfolios as an assessment tool are content of the next chapters, followed by an examination of the technical quality of portfolios. Finally I will have a closer look at marking strategies and tie up the paper with the conclusion.
Table of Contents
1. INTRODUCTION
2. BRIEF INTRODUCTION TO ALTERNATIVE ASSESSMENT
3. POSITIVE FEATURES OF ALTERNATIVE ASSESSMENT METHODS
4. THE PORTFOLIO METHOD
Definition Portfolio
Different Portfolio Types
Criteria For A Good Use Of Portfolios
5. ADVANTAGES OF USING PORTFOLIOS AS AN ASSESSMENT METHOD
Advantages For Pupils
Advantages For Teachers
Advantages For Others
6. DISADVANTAGES OF USING PORTFOLIOS AS AN ASSESSMENT METHOD
7. TECHNICAL QUALITY OF PORTFOLIO ASSESSMENT
Reliability
Validity
Conclusion
8. STRATEGIES TO MARK PORTFOLIOS
Using Assessment Criteria Scales
Integrating Other Persons In The Marking Process
9. CONCLUSION
Objectives and Key Themes
This paper examines the portfolio as an alternative assessment method within the foreign language classroom, exploring its implementation, benefits, and challenges compared to traditional psychometric testing.
- Theoretical foundations of alternative versus conventional assessment.
- Comprehensive definition and classification of diverse portfolio types.
- In-depth analysis of pedagogical advantages for students, teachers, and other stakeholders.
- Evaluation of technical quality, specifically reliability and validity in portfolio assessment.
- Practical strategies for marking and integrating self-assessment and reflection.
Excerpt from the Book
Definition Portfolio
Much has been said about portfolios in the scientific field of learner assessment. But what actually is a portfolio? MCKAY (2006, 159) describes it as “collections of a student’s work prepared over a period of time”. COHEN and SPENCINER (1998, 172) offer a very similar definition, only adding that the collection of works has to be done systematically. GENESEE and UPSHUR (1996, 99; In: BROWN 2004, 256), as well as ARTER and SPANDEL (1992, 36-43; In: CUNNINGHAM 1998, 143) support this point of view, saying that portfolios should be purposeful collections of a students’ work. Therefore it is important that every portfolio aims towards a goal and not only represents a collection of random material, just like a meal is not only a mixture of randomly chosen foods, but a composition of well-chosen ingredients. But which kind of ingredients can be used for the different portfolio-dishes?
Brown (2004, 256) suggests the following list of students’ work:
• essays and compositions in draft and final forms;
• reports, project outlines;
Chapter Summary
1. INTRODUCTION: The chapter sets the stage by questioning reliance on simple test scores and introduces the portfolio as an alternative method for assessing language ability.
2. BRIEF INTRODUCTION TO ALTERNATIVE ASSESSMENT: This section defines the movement towards alternative assessment, focusing on contextualized methods that contrast with conventional techniques.
3. POSITIVE FEATURES OF ALTERNATIVE ASSESSMENT METHODS: It highlights the key differences between traditional and alternative approaches, noting factors like continuous assessment and feedback.
4. THE PORTFOLIO METHOD: This chapter provides a detailed definition of portfolios, classifies different types, and outlines the criteria necessary for their effective use.
5. ADVANTAGES OF USING PORTFOLIOS AS AN ASSESSMENT METHOD: This section explores how portfolios benefit various groups, including pupils, teachers, parents, and future employers.
6. DISADVANTAGES OF USING PORTFOLIOS AS AN ASSESSMENT METHOD: The author addresses potential challenges, such as the effort required by teachers and concerns regarding authorship and oral skills assessment.
7. TECHNICAL QUALITY OF PORTFOLIO ASSESSMENT: This chapter examines the reliability and validity of portfolio assessment and discusses guidelines for improving its technical standards.
8. STRATEGIES TO MARK PORTFOLIOS: The author discusses practical marking strategies, focusing on assessment criteria scales and the role of involving other persons in the process.
9. CONCLUSION: The final chapter summarizes that despite some initial implementation challenges, the portfolio offers significant benefits for both teaching and assessment processes.
Keywords
Portfolio, Alternative Assessment, Language Classroom, Student Assessment, Reliability, Validity, Self-Assessment, Reflection, Teaching Strategies, Assessment Criteria, Learning Process, Qualitative Assessment, Portfolio Types, Education, Student Empowerment.
Frequently Asked Questions
What is the primary focus of this paper?
This paper focuses on the portfolio as an alternative assessment method in the foreign language classroom, evaluating its benefits and practical implementation.
What is considered an alternative assessment?
Alternative assessment refers to methods used to evaluate students in settings where conventional, standardized techniques might not be sufficient or appropriate, focusing on continuous and process-oriented progress.
What are the main advantages of using portfolios for pupils?
Portfolios foster intrinsic motivation, encourage self-reflection, and provide students with tangible evidence of their own learning progress over time.
What scientific methods are analyzed?
The paper evaluates the technical quality of portfolio assessment, specifically addressing issues of reliability and validity, and provides strategies for effective marking through criteria scales.
How does this work address the challenges of portfolio assessment?
The author discusses obstacles such as time consumption and authorship concerns, suggesting that these can be overcome through clear communication, established criteria, and experience.
What are the core themes discussed throughout the document?
Core themes include the definition of portfolios, their practical application in education, assessment strategies, and the improvement of the relationship between teachers and pupils through collaborative assessment.
How can parents be involved in the portfolio process?
Parents can gain insight into their child’s learning through reviewing portfolio work, which is often considered more informative than standardized test results, and they can participate in counseling sessions to support the student.
What is the significance of the "criteria scales" mentioned in chapter 8?
Criteria scales provide transparency in the assessment process by linking specific behaviors to quality levels, helping both teachers and students understand what is expected in the final portfolio product.
- Quote paper
- Jessica Schlepphege (Author), 2009, The Portfolio - an Alternative Assessment Method in the Foreign Language Classroom, Munich, GRIN Verlag, https://www.grin.com/document/141017
