Inclusion of English Language Learners in Portfolio Assessment

Inclusion of English Language Learners in Portfolio Assessment

Yu-Lin Feng

EDBL 6313 Evaluation

Dr. Maria Gonzalez Baker

Nov.19, 2008

In the real world, most of us have more than one opportunity to demonstrate what we have learned; however, we do not provide similar opportunity to English language learners (ELLs) when we tend to measure their progress, skills, and ability at a particular point in the year. This kind of situation raises a pedagogical issue: How can states, districts, schools and teachers appropriately assess individual academic achievement, especially for English Language learners? The use of traditional assessments such as objective tests or standardized achievement tests is widespread to measure students' progress. However, traditional assessment is a paper-and-pencil test which "does not accurately measure thinking and problem-solving skills, in-depth subject knowledge, or how well students can direct their own learning" (Assessment and Evaluation). Students complete the assessment by selecting an answer or recalling information (Mueller, n.d.). Not every student will use the same way to demonstrate his or her learning. Most importantly, traditional assessment practices in many states and school districts tend to exclude ELLs, resulting in being denied access to important educational opportunities due to assessment results (Gomez, 2000). The only way to make the above problems disappear is to implement alternative assessments in evaluation. "Alternative assessment is an ongoing process involving the student and teacher in making judgments about the student's progress in language using non-conventional strategies" (Hancock, 1994). Also, according to Grant Wiggins, "No single assessment form is sufficient. Each has its strengths and weaknesses, and each has its place" (Assessment and Evaluation). Therefore, assessments should be varied. The purpose of this paper is to introduce one type of alternative assessment, portfolio assessment, and assist teachers in understanding the purpose of portfolio as a practical and meaningful tool of learning and assessing the progress of language learning.

Before moving on, it is important to address the definition of portfolio. "A portfolio is a collection of student work that displays what the child has learned" (Wortham, Barbour, and Desjean-Perrotta, 1998). A student portfolio is a product which collects multiple aspects of student work that should be purposely selected by students and teachers. Doing so, students and teachers can periodically update their portfolios for the sake of evaluating students' current progress and reflecting about what they have learned. Also, by selecting their own collections, students can take ownership and responsibility of the process that led to the growth and achievement. In other words, the general goal of student portfolios is to show and reflect their learning skills, accomplishments, and experiences and provide excellent examples of classroom materials in a meaningful package.

Prior to introducing the process of developing a portfolio, some people may question the benefits of using portfolio assessments for ELLs. In this section, I will address some advantages as follows:

1. Inclusion of ELLs: Traditional assessments may not accurately measure ELLs' abilities in content areas being tested, rather than measuring their language abilities. On the other hands, portfolios can include all students. Also, at the state level, inclusion of ELLs can provide accurate data about the achievement of all students. This, of course, would make school accountability for all students increased;

2. Tracking the development of products and processes: Portfolios provide an excellent vehicle for consideration of the process which ELLs undertake and products which they create. In this case, ELLs' performance will be assessed throughout the school year, rather than at a particular point in the year;

3. Bridging the communication gap between schools and ESLs' parents: In general, some ELLs' parents may be interested in becoming involved in school activities, however, they may have no ideas about how to do it. As a matter of fact, portfolios can function as a bridge between schools and parents. By the time of a parent-school conference, a portfolio can provide