Video portfolios for speaking

*Video Portfolios For Assessing Speaking: The Evolution of

Electronic PortfoliosMs. Candice Quinones 45tth Annual TESOL ConferenceMs. June Rose March 18, 2011

*Overview

*Rationale

*Classroom Applications: 2 Perspectives

*Ms. June Rose

*Ms. Candice Quiñones

*Q&A

*Overview: Rationale

Video Porfolios

Electronic

Porfolios

Paper-Based

Portfolios

Authentic

Assessment

*Definition: Portfolio

A portfolio is usually comprised of a collection of a student’s work that demonstrates:

What a student has learned How they have progressed over a given period of time

*Background: Portfolios

*Authentic and Formative Assessment (1980’s)

*Portfolio research & Dewey (1933)

*Initial use for portfolios

*Vehicle to collect and store concrete evidence to reflect situations in real life and to help students learn. (Cole, Ryan, and Kick, 1995)

*Rise of the computer age (1990’s)

*Background: ePortfolios

*According to Barrett:“Electronic portfolios… have been emerging in education since the birth of the personal computer.”

*Definition: What is an ePortfolio?

According to Al Kahtani (1999):

∗An electronic portfolio

1. “is a purposeful collection of a student’s work”

2. “can be print-based, saved on a computer disk, compiled on a CD-ROM or Web homepage, or a combination of the above”

*Rationale: ePortfolios

U.S. National Educational Technology Plan (p.12)

Student-managed electronic learning portfolios can be part of a persistent learning record and help students:

*develop the self-awareness required to set their own learning goals

*express their own views of their strengths, weaknesses, and achievements

*take responsibility for themselves

*Rationale: ePortfolios

U.S. National Educational Technology Plan (p.12)

*Students take ownership of learning

*Educators can gauge students’ development.

*They can be shared with peers, parents, and others who are part of students’ extended network.

*Rationale: Why use ePortfolios?

Reasons for Using Electronic Portfolios

1. Dependence on technology.

2. Effectiveness. (Al Kahtani, 1999)

3. Representation of student’s “growth and competencies.” (Huang & Hung, 2010)

4. Promotion of learner involvement, reflection, autonomy, and target language use. (Little, 2005)

*Rationale: Why Use ePortfolios?

Reasons for using Electronic Portfolios (cont.)

5. “EPs provide easy storage for artifacts…

6. help align pedagogy with assessment,

7. allow connections across classes and

8. incorporate the personal experiences of the learner.”

(Yancey, as paraphrased in Cummins & Davesne)

*ePortfolios for Assessing Speaking

*Huang & Hung (2010):

*“Few attempts have investigated the relationship between e-portfolios and oral speaking skills.”

*“simplify the feedback giving process in a radical way.”

*“draws students’ attention to the weaker areas in their speaking.”

*“offers additional opportunities for oral practices.”

* “allays speaking anxiety.

*Rationale: Video Portfolios

*Current IEP(Step Up Program) evaluation practices.

*Paper-based Portfolio

*Practicality for evaluating Speaking and Listening

*Self-Assessment

*Definition: Video Portfolio

A Video Portfolio is

*An electronic portfolio consisting of:

* a series of video recordings of the student

*including:

* both authentic and pre-scripted content

*for use by:

* the instructor and the student for purposes of assessment.

*Rationale: Video Portfolios

*Video Portfolios facilitate self-assessment

*“The prime purpose of self-assessment is to help learners understand their skill levels and knowledge base in relation to their goals and to track the progress they make.” (Cummins & Davesne)

*Rationale: Video Portfolios

Utility of Video for Teaching Speaking

*Students and teachers can see and hear the improvements students have made.

*Problematic pronunciation and the specific area of difficulty related to production is more easily targeted.

*Promotes learner autonomy, involvement, and responsibility for learning.

*Promotes learner self-reflection and target language use.

*Part 2: Perspectives and

Practices

*Ms. June Rose

*Perspective

*Practice

*Perspectives

The video portfolio offers the following for the learner:

• An opportunity to develop metacognition• Objective audio/visual feedback• Combination of all four language competencies• A “living” record of their language learning

progress• An electronic memory

Objective Audio/Visual Feedback ~

Initially, students receive instruction for how to critique themselves using the three following tools:

1) Components of Informative Speech2) Peer Review Sheet3) Pronunciation Error Record

Learning How to Develop Metacognition

DELIVERY

Eye ContactVolume of VoiceRate of SpeechEnthusiasmAdherence to Time Limit

CONTENT

Attention-Getting Opener (Hook)PreviewOrganizationSupporting MaterialsVisual AidsTransitionsSummaryConcluding Remarks

Components of an Informative Speech

The Camera Doesn’t Lie

Students have sometimes told me, “You didn’t hear me right”.

However, once students start developing the ability to hear their own speaking errors after giving numerous and varied presentations, they begin to develop an ear for themselves.

Objective Audio/Visual Feedback

Reading

The 4 Language Competencies

Writing

Speaking

Listening

Student #1: “But you can record this and listen by yourself. You will find it’s very different; I think it’s very useful.”

A Living Progress Record

A Student’s Perspective on why Video Portfolios are Effective

“Everybody know about this…we have learned it for 7 or 8 years, so we know. If you give me some examination, I can do it right, but when I speak it [it’s] totally different.”

-Student

*Part 2: Perspectives and

Practices

*Ms. Candice Quiñones

*Teaching with Video Portfolios

3 classes

*Summer – Step Up Speaking and Listening

*Fall – ABE 302: Speaking and Pragmatics

*Spring – Step Up Speaking and Listening

*Portfolio Elements

*Pre and Post Assessments

*Video Journal

*Movie Projects

*Video-Taped Presentations

*Video-Taped Homework Assignments

*Self-Assessment (Video Essay)

*Projects

*Promo Video

*Theme Video

*Interviews

*News Report

*Mini-Videos

*Demonstrations

*Evaluation

*General Rubric

*Teacher

*Peer

*Self

*General Rubric Criteria

*Length/Time

*Visuals: Use of PPT, Props, and Multimedia

*Attire

*Eye Contact

*Posture and Body Language

*Clarity of Speech

*Volume

*Pronunciation, Rhythm, and Word Stress

*Mastery of Topic

*Presentation/Video Content Overall

*Student Self- Assessments

*Evidence of Progress Over

Time

* Thoughts on Video Portfolios

*Any Questions?

*Contact information

*Ms. Candice Quiñones – [email protected]

*Ms. June Rose – [email protected]