Combined+Student+Portfolios

Portfolios are a great way to highlight student growth and work. Combined portfolios c an demonstrate language abilities in the areas of speaking, reading, writing, listening, and interacting, along with traditional components usually shown in portfolios, such as art, cultural themes, and cross curricular items. They are also a useful tool for teachers when doing assessment. Students can do self- or peer- assessments that might be included in the portfolio. Teachers can give criteria for the work in advance, and then compare the student work across the rubric. In addition, teachers can collect student work to make a portfolio of samples, which might also include a range of abilities to show different qualities of work. **A comparison of Traditional Portfolios and Language Portfolios (based on the European model)** A collaborative teacher & student selection of: The primary focus is to involve students in highlighting their growth and achievement while providing opportu nity to use 2nd language. The Combined Portfolio consists of a collection of evidence from the areas of reading, writing, speaking, listening and interaction. It includes evidence of student self-reflections, teacher feedback or other types of assessments. The product is a joint effort under teacher guidance. Language Abilities Art Work Culture and holidays Cross - curricular learning like Math, Science, etc.
 * ~ TraditionalPortfolios ||~ LanguagePortfolios ||
 * Often a scrapbook format serves as a memory book or keepsake of the year || A three part portfolio consisting of a biography, a passport, and a language dossier ||
 * A teacher-selected collection of thematic or cross-curricular student art/visual work || The Dossier serves as a student-selected collection of ongoing evidence of progress towards meeting language objectives ||
 * < The primary focus is to create an aesthetically pleasing product and does not include self-reflections, teacher feedback or other types of assessments ||  The primary focus is to include student self-reflection and self-monitoring of progress made during language learning. ||
 * < The product is teacher-made, and often is sent home with the student at the end of the school year. || The prod <span style="color: #800000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">uct is student-made and is intended to follow the student throughout the years . ||
 * <span style="color: #800000; font-family: Georgia,serif; font-size: 140%;">Evolving to a Combined Portfolio will include: **
 * <span style="color: #800000; font-family: Georgia,serif; font-size: 140%;">Evolving to a Combined Portfolio will include: **
 * <span style="color: #800000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: left;">Written work
 * <span style="color: #800000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: left;">Art work
 * <span style="color: #800000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: left;">Cultural activities and projects
 * <span style="color: #800000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: left;">Cross-Curricular components
 * <span style="color: #800000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: left;">Biography or “All About Me” information
 * <span style="color: #800000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: left;">Photos, videos or electronic recordings of various language tasks, such as reading, listening, oral interactions, etc.
 * <span style="color: #800000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 16px; text-align: left;">Assessments
 * <span style="color: #800000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Take a look at some examples of work and ideas to demonstrate: **