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Portfolio Assessment

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2.1 Portfolio

Paulson (1991) considers portfolios as a powerful educational device that makes it possible for students to take responsibility for their learning. He believes that portfolios can supply the curriculum with instruction and authentic assessment. Accordingly, through the focus on individuals they can be reflection of the educational process. On the other hand, according to Weigle (2002) “portfolio assessment is seen by many as an alternative approach to writing assessment that can allow broader inferences about writing ability that are possible with single-shot approaches to evaluating writing, both in individual classroom and on a larger scale" (p.197). In addition, with portfolios students attempt to view themselves as …show more content…

At first the students were provided with a standardized test, then the revision of the test was carried out by both the teacher and students interactively and finally a post test was piloted to identify where the learners take advantage from the mediation. The conclusion indicated that dynamic assessment procedure was considerably influential in exploring learning …show more content…

Another version of PET (2004) was also administered as the posttest (Appendix B) to check the effect of dynamic assessment and portfolio assessment on EFL learners ' creativity in writing. The PET test is made up of two parts: Reading and Writing. The reading part consists of five parts with 35 items including: multiple-choice, true-false, matching, and cloze-test items. The writing part is composed of three parts with 16 items: sentence completion, providing specific information with the word limit of 35-45, and writing the answer to one of the questions with the word limit of 100. In this study two skills of the PET exam (writing and reading) were administered because of being relevant to the purpose of the study. To check the writing ability of the participants, the PET writing rubrics was

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Figure 1 is a summary of the students’ learning throughout the learning segment. I administrated this test as a pre-assessment prior to the lesson one and administered it again after the completion of lesson 3. This test is a compilation of students’ learning and it demonstration how they met the standards and objectives that were set out for them to achieve. The evaluation criteria in which this assessment and all other assessment in the individual lessons did was not altered. Even though the students have different learning needs, the assessment met all of the needs for all learners.

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920 Words | 4 Pages

I also delineate my writing strengths and weaknesses that played out as I tackled these assignments. The Literacy Narrative assignment enabled me to learn how

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454 Words | 2 Pages

Lucille Parkinson McCarthy, author of the article, “A Stranger in Strange Lands: A College Student Writing Across the Curriculum”, conducted an experiment that followed one student over a twenty-one month period, through three separate college classes to record his behavioral changes in response to each of the class’s differences in their writing expectations. The purpose was to provide both student and professor a better understanding of the difficulties a student faces while adjusting to the different social and academic settings of each class. McCarthy chose to enter her study without any sort of hypothesis, therefore allowing herself an opportunity to better understand how each writing assignment related to the class specifically and “what

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352 Words | 2 Pages

The essay “Proficiency” by Shannon Nichols is very effective. In this essay, Nichols provokes the reader to think about how this “proficiency” test may affect students by giving the example of how it affected her while she was in high school. She not only expresses the way the score made her feel and the negative effect it had on her attitude towards writing, but also points out how the score contrasted with that of her high school English classes. Nichols states that until the test, “Until that time, I loved writing just as much as I loved math. It was one of my strengths.

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927 Words | 4 Pages

Edleen Roberts Unteaching the Five paragraph Essay Into In the article “Unteaching the Five Paragraph Essay”, Marie Foley infer that the five paragraph essay format is blameworthy of high school graduate unpreparedness for college coursework. Foley stated that “Many college freshman enter composition course alienated from writing”(P.2) Foley also claim that “teaching the five paragraph formula harms the student in some fundamental ways….i'll-preparing them for academic and real world writing”(P.3) This paper is going to analyse Marie Foley point of view on the five paragraph

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1011 Words | 5 Pages

By examining the argument titled The Importance of Writing Badly by Bruce Ballenger in the book 21 Genres there is evidence of each rhetorical feature as he discusses the methods of writing that created the best outcomes. Ballenger uses Ethos, Pathos, and Logos to prove the effectiveness of his argument about the way we are taught to write within our educational system. Ballenger begins by talking about his experiences as a young writer in grade school. He was ridiculed for writing badly, particularly for making his essays “awkward” according to his teacher, Mrs. O’Neill. He often felt under pressure to write the perfect sentence with the perfect words and phrases making his writing unsuccessful in his teachers eyes.

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1002 Words | 5 Pages

The concepts of honour and hubris are critical to understanding the social and personal motivations of the heroes in Homer’s Illiad. The poet embodies the universal Greek goal of achieving fame that resounds even after death, through the character Achilles, whose deepest desire is to attain status and respect in the form of heroism in battle, and whose inherent mentality is that ‘If [he] voyages back to the fatherland [he] loves, [his] pride and[his] glory [will inevitably] die . .’. Similarly, ‘glorious’ Hector, of whom Achilles battles against for the splendours of distinction, also exhibits the strongest most desire to ‘Fight for [his] country—that is the best, the only omen!’. In contrast to this, Hector’s brother Paris, the instigator

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1660 Words | 7 Pages

When comparing student 5A writing sample to the rubric, the student wrote an informative text which examines a topic, for example, the space race between America and Russia, who would land on the moon first. The rubric is divided into five categories and is ranked as 1 for little evidence, 2 for approaching standard, and 3 meets expectations. The first category of the rubric states whether the writer included a topic clearly, general observation, information relating to the topic, and descriptions of the writing. The introduction clearly stated a topic sentence and main themes which provided a general focus for the paper. The bodies’ paragraph began with a topic sentence which informed the reader on the theme of each paragraph that followed

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799 Words | 4 Pages

Mike Watanbe, a researcher, found that “…writing has “become less” like a real writer writes’ in that the focus of writing has shifted to form over content and product or process” (cited in Au, Gourd 14-19). These mandated tests causes the voive of the studnets to not be heard. The content inside the essays have lost the meaning and is all about the product and to pass the test. Therefore, high-stake testing should be reevaluated to save the meaning of

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880 Words | 4 Pages

Annotated Bibliography: Bunn, Mike. “How to Read Like a Writer.” Writing Spaces: Readings on Writing, vol. 2, Parlor Press, 2011, pp. 70–86.

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775 Words | 4 Pages

Over the course of the semester, my main goal was to become a more precise writer and develop my identity as a writer. According too, the Portfolio Letter assignment sheet, becoming a better writer consists of precise planning, draft and revising. It also includes understanding a variety of academic genres by examining the basic characteristics that defines each type. In order too efficiently meet my goal of becoming a better writer, it was very important to have my work evaluated by others and myself as well. The use of rhetorical knowledge, critical thinking, reading and writing all are the important aspects in this course.

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1573 Words | 7 Pages

Additionally, the tasks need to be constructive and interlinked and provide a challenge to the students while also acting as a motivation factor. The adopting of effective teaching to match the personal strengths of the students ensures that a student’s learning outcome is achieved Holistic assessment should be encouraged to understand what the learner has captured on a learning

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74 Words | 1 Pages

In this portfolio, I have included my collection of assignments to showcase my writing abilities and how my writing skills have grown over the course of this semester. My best assignment is the Discipline Investigation and my second best is the Rhetorical Analysis. Although the RA was my second best assignment, I was able to learn valuable skills by deconstructing an article and identifying rhetorical appeals and strategies to find the author’s main purpose.

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480 Words | 2 Pages

I incorporate this learned experience daily and learn through each success and discovered area of improvement. Addressing my students needs using a variety of assessment tools has been a beneficial practice to help guide instruction. Students have different learning styles and their strengths and weaknesses are not always apparent using the same methods of assessment. Utilizing formative, standards(goal)-based, anecdotal, observational and benchmarks has driven my instructional programs. The combination of different assessments provides me with a multi-dynamic perspective of my students allowing me to better understand their strengths, weakness and academic needs.

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1384 Words | 6 Pages

Team Leadership Portfolio Exercise PF3 Electrical Apprenticeship Phase 2 WWETB Waterford training centre January 2018 Student Name: Kevin Birney Class Tutor: Nicky O’Brien Word Count: Team Elements Leadership: Initiates action – A leader is a person who starts the work by communicating the plans and policies to the other team members. Creating Confidence – Confidence is an important trait of a leader, a good leader leads by example in the hope that their team would have the confidence and courage to follow.

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