Portfolio

• Sometimes we need to give advice in letters.Depending on how formal the writing is, we cn use special phrases.

• We usually write 4/5 paragraphs.

• In the introduction we express sympathy and say that we understand the problem or that we think we can help.

• In the main body we make suggestions and give our reasons.

• We write each paragraph in a separate paragraph.

• In the conclusion we write our closing remarks and sign off.

PORTFOLIOMETHOD OF TEACHING ENGLISH

NURUL HIDAYANI

141100649

PORTFOLIO

• Etymologically, the portfolio is derived from two

words, namely port (short report) that is

meaningful reports and folio means full or

complete. So the portfolio means a complete

report of all person’s activities.

• In general, the portfolio is a collection of

documents a person, group, institution,

organization, corporation or the like which aims

to document the development of a process to

achieve the goals set.

PORTFOLIO FOR

TEACHERS

A teaching portfolio is a collection of documents that together

provide a record of:

the ideas and objectives that inform your teaching

the methods you use

the courses you teach or are prepared to teach

your effectiveness as a teacher

how you assess and improve your teaching

Task

• Your friend has moved to live in

London.

• She wrote you a letter and asked for

giving her/his advice about finding a flat

in London.

• Write a letter of advice in 110-130

words.

TYPES OF PORTFOLIO

Process oriented portfolios

Product oriented portfolios

- Show portofolios

- Documentary portofolios

Plan

• Introduction.

• Main body:

• 1 para - think of the first suggestion and

reason.

• 2 para - think of the second suggestion

and reason.

• Conclusion.

The Portfolio Process

Collection

Selection

Reflection

Connection

Introduction (1)

• Dear Fiona,

(1) I’m so glad to hear that you have

decided to move to London. It’ll be great

to have a friend from home living here.

We’ll be able to do things together like

we used to. In your letter you asked me

to give you some advice finding a flat;

here are some suggestions.

Working Portfolios

A table of contents to show the organization of the portfolio

A reading/writing log

Various drafts of all types of writing that a student might do

Examples of all types of informal teaching and assessment

devices in the content fields of literature (language arts or

english), social studies, and science that the student has

completed

Reading response journals

Dialogue journals

Main body(2)

• (2) If I were you I would start by

checking advertisements in the London papers. For example, the “Daily Mail” and the “Evening Standard” have large sections with houses and flats for rent.

That way, you will be able to see

what is available for rent at the moment.

Teacher-completed and student-completed checklists and

surveys of various types

Tape-recorded oral reading protocols

Audiotapes

Videotapes

Student-teacher conference notes

Various types of self-assessment

devices

The results of various kinds of

standardized and informal tests

Teacher anecdotes and

observations

Graphs of progress

Main body (3)

• (3) Another good idea is tocontact an estate agent. Goldsmith and

Howland have offices all over

London.By doing this you canget a list of all the places in the area you

want at a price you can afford.

Portfolio Assessment Guide

Examples of written work

Journals and logs

Standardized inventories

Videotapes of student performances

Audiotapes of presentations

Mind maps and notes

Group reports

Tests and quizzes

Charts, graphs

Lists of books read

Questionnaire results

Peer reviews

Self-evaluations

Conclusion(4)

• (4) I hope this helps. Please let me know

how things turn out. If you need

anything else, please call.

Love,

Mandy

Aspects of portfolio assessment

Cognitive behavioralKnowledge: Memorize

Comprehension: Understand

Application: Apply

Analysis: Analyze

Synthesis: Combine

Evaluation: Consider

After writing check:

• If you used the informal style.

• If you used short forms, certain phrases.

• If you organised the points clearly into

paragraphs.

• If you wrote the topic sentence in each

paragraph

• If you corrected all mistakes.

AFFECTIVE BEHAVIOR

Feelings

Behaviors

Interests

Preferences

emotions

motivations

Tasks

• Write a letter of advice in the following

situations:

• 1.Your friend has lost his/her purse.

• 2. Your friend wants to go abroad for

the first time.

• 3. Your friend wants to organise „A tree

planting Day“ at school.

PSYCHOMOTOR BEHAVIOR

Skills Assessment:

(religion, the arts, sports, science and language)

Written Test (Objective And Non-objective),

Oral Test (Interview),

Test Actions (Observation Sheet),

The Non-test (Questionnaire, Questionnaire),

And The Work (Check List, Products And Reports).

Shaping the Final Portfolio Title page and table of contents

Headings and subheadings that clearly

identify and separate the portfolio's

components

In the body of the portfolio, references to

material in the appendix, where

appropriate

Brief explanatory statements

accompanying each item in the appendix,

where appropriate (What is the item's

context, purpose, or relationship to what

you have said in the body of your portfolio

STEPS IN PORTFOLIO

ASSESSMENT

• First, the teacher and the student need to

clearly identify the portfolio contents,

which are samples of student work,

reflections, teacher observations, and

conference records.

• Second, the teacher should develop

evaluation procedures for keeping track of

the portfolio contents and for grading the

portfolio.

• Third, the teacher needs a plan for holding

portfolio conferences, which are formal

and informal meetings in which students

review their work and discuss their

progress. Because they encourage

reflective teaching and learning, these

conference are an essential part of the

portfolio assessment process

ADVANTAGES

• Students know their own weaknesses

• Individualized instruction

• Emphasis on the entire learning process

rather than just a one-time performance

• Portfolio not only shows a student's

performance, but also his/her efforts

• Students are responsible for their own

learning

• Increase students' motivation and self-

respect, and satisfaction

• Students compete with themselves, rather

than with other students

• Teacher can use portfolios to adjust

teaching

DISADVANTAGES

• Requiring extra time to plan an

assessment system and conduct the

assessment.

• Gathering all of the necessary data

and work samples can make portfolios

bulky and difficult to manage.

• Developing a systematic and deliberate

management system is difficult, but this

step is necessary in order to make

portfolios more than a random collection of

student work.

• Scoring portfolios involves the extensive

use of subjective evaluation procedures

such as rating scales and professional

judgment, and this limits reliability.

• Scheduling individual portfolio

conferences is difficulty and the length of

each conference may interfere with other

instructional activities.