Portfolios in the ESL Classroom: A Critical Review of the Literature by Sarah C Trudell
- Â Burt, Miriam & Keenan, Fran. (1995). Adult ESL Learner Assessment: Purposes and Tools. ERIC Clearinghouse for ESL Literacy Education Washington DC, ERIC Identifier ED386962, 1-5.
- Â Gottlieb, Margo. (1995). Nurturing Student Learning Through Portfolios. TESOL Journal, Autumn 1995, 12-14.
- Â Hamp-Lyons, Liz & Condon, William. (1999). Assessing the Portfolio: Principles for Practice, Theory, and Research. Cresskill, NJ. Hampton Press, 23-29, 60-62, 68-73.
- Â Moya, Sharon & Oâ€™Malley, Michael. (1994). A Portfolio Assessment Model for ESL. The Journal of Educational Issues of Language Minority Students, Spring 1994, 1-16.
- Â Tannenbaum, Jo Ellen. (1996). Practical Ideas on Alternative Assessment for ESL Students. ERIC Clearinghouse on Languages and Linguistics Washington DC, ERIC Identifier ED395500, 1-6.
Throughout elementary school, I had the horrible privilege of taking the Iowa Test of Basic Skills each April. We had to sit for hours and take long Reading, Math, and Social Studies tests. I always did OK on them, but knew that I could do better. I just got so nervous. While taking the tests, time just flew by and I would almost always run out of time before I finished taking the test– and I am a native speaker of English!
While beginning my teaching career, I realized that many of the students that I would be teaching would still have to take the tests that are similar to the ones that I had to take as a child (and, in fact, through college), even though they do not have the same grasp of theÂ language or test-taking strategies that I had when I took those tests. I learned that there are alternative forms of assessment besides tests, and now strive to implement these forms of assessment in the classes that I teach. One such form of alternative assessment is the portfo- lio. For this critique, I decided to review the current literature concerning portfolios as they pertain to teaching English as a Second Language.
The actual search for the literature was a learning experience in itself. Aside from collecting and reading articles and chapters from hard copy books etc., I was able to search the WEB for different articles pertaining to Portfolios. Many sites were un-refereed, if you will, and still others would provide the name of the article and an abstract, but I could not find the actual article in a publication. One such site/journal that I had problems with was Computer Assisted Language Learning (1999, Vol. 12, No. 3). I was given the abstract of an article by Saad Al Khatani, 1999, Indiana University of Pennsylvania, but could not access the actual article. I believe that, for me, more education on the topic of searching through the WEB is warranted!
The site that I had the most success with was the Educational Resources Information Center, or, ERIC. The sub-site from which I was able to find information is the ERIC Clearing- house on Languages and Linguistics, Washington DC. I was able to access the information quickly, and easily. I was impressed with the fact that I was directed to articles on Alterna- tive Assessment, which had just a small insert or paragraph on Portfolios. This Website is quite thorough and specific.
Review of the Literature
I was able to review five articles/chapters concerning Portfolios as they pertain to the ESL classroom. Two texts, â€œPractical Ideas on Alternative Assessment,â€ (Tannenbaum, 1996), and â€œAdult ESL Learner Assessment: Purposes and Tools,â€ (Burt, Keenan, 1995), are from the ERIC site. The third text, â€œNurturing Student Learning Through Portfolios,â€ (Gottlieb, 1995) is from TESOL Journal. The fourth text is from Assessing the Portfolio: Principles for Practice, Theory, and Research, (Hamp-Lyons, 1999). This is a dual chapter text. The fifth text is â€œA Portfolio Assessment Model for ESL,â€ (Moya, Oâ€™Malley, 1994) which is from the Journal of Educational Issues on Minority Students. A review of each text is be- low.
â€œPractical Ideas on Alternative Assessmentâ€, (Tannenbaum, 1996)
In this article, Jo-Ellen Tannenbaum discusses Alternative Assessment as a whole. She lists criteria that most forms of Alternative Assessment meet:
- Focus is on documenting individual student growth over time.
- Emphasis is on studentsâ€™ strengths (what they know), rather than weaknesses
(what they donâ€™t know).
- Consideration is given to the learning styles, language proficiencies, cultural and
educational backgrounds, and grade levels of students. (Tannenbaum, 1996, p.1)
Tannenbaum writes that Alternative Assessments are useful with English as a Second Lan- guage students because they, â€œemploy strategies that ask students to show what they can do… in contrast to traditional testing.â€ (Tannenbaum, p.1)
In her discussion of Portfolios, Tannenbaum describes the use of Portfolios in a classroom. She refers to three authors, Tierney, Carter, and Desai (1991) in their discussion of Portfo- lios. They suggest that:
Among other things, teachers [should] do the following: maintain anecdotal re- cords from their reviews of portfolios and from regularly scheduled conferences with students about the work in their portfolios; keep checklists that link portfolio work with criteria that they consider integral to the type of work being collected; and devise continua of descriptors to plot student achievement.
(Tannenbaum, p.4) Tannenbaum suggests that the following materials be put in a portfolio:
- Audio- and videotaped recordings of readings or oral presentations.
- Writing samples such as dialogue journal entries, book reports, writing assign-
ments (drafts of final copies), reading log entries, or other writing projects.
- Art work such as pictures or drawings, and graphs and charts.
- Conference or interview notes and anecdotal records.
- Checklists (by teacher, peers, or student).
- Tests and quizzes.
Tannenbaum stresses that it is important to include more than one entry of a particular type of portfolio content in order to gain â€œmultiple perspectives on studentsâ€™ academic develop- ment.
This particular article is presented in an academic manner, and is informative and practical. It provides theory as well as lists everyday ideas for implementing the process of portfolio development and assessment in the classroom. It seems that this proposal can be used not just for ESL students, but for all learners.
â€œAdult ESL Learner Assessment: Purposes and Toolsâ€, (Burt, Keenan, 1995)
In their article, â€œAdult ESL Learner Assessment: Purposes and Toolsâ€, Miriam Burt and Fran Keenan discuss what learner assessment is in terms of its use for placement, progress, enrollment purposes, verification of program effectiveness, and justification of further fund- ing. Burt and Keenan describe commercially available tests (multiple choice tests) and pro- vide reasons why these commercially available tests have limitations. They suggest that evaluators may not know whether an ESL student is having trouble with selected test items because of â€œdifficulties with reading, with the vocabulary, or with the cultural notions un- derlying the test items.â€ (Burt, Keenan, 1995, p. 2)
Burt and Keenan state that, â€œMany adult (and K-12) educators promote the use of alternative assessment tools that incorporate learner goals and relate more closely to instruction. They provide alternatives to commercially available tests. One such alternative is the Portfolio. They refer to Fingeret, 1993 and Wrigley, 1992 in their assertion that:
Learner portfolios, collections of individual work, are common examples of alter- native assessment. Portfolios can include such items as reports on books read, notes from learner/teacher interviews, learnersâ€™ reflections on their progress, writ- ing samples, data from performance-based assessments, and scores on commer- cially available tests.
(Burt, Keenan, p.3)
This article, although quite informative, left me wanting more practical ideas concerning what should go into a portfolio, and how a teacher should plan and implement the use of portfolios. The conclusion was short and basic, but stated the overall assertion of the article, that, â€œcurrent practice and theory seem to recommend using a combination of commercially available and program-developed alternative assessment instruments.â€ (Burt, Keenan, p.3) This article would be helpful to a new teacher who needs ideas as to how to alternatively assess his or her students.
Nurturing Student Learning Through Portfolios, (Gottlieb, 1995)
In her article, â€œNurturing Student Learning Through Portfolios,â€ Margo Gottlieb discusses the fact that there has been a rise of instructional and assessment practices that are â€œholistic, student centered, performance based, process oriented, integrated, and multidimensional.â€ (Gottlieb, 1995, p.12) She writes that portfolios are a means of alternative assessment and that they â€œfacilitate articulation between teachers and individual students, other teachers, parents, and administrators.â€ (Gottlieb, p.12) She describes a â€œCRADLEâ€ approach to port- folio development. CRADLE stands for developing Collections, encouraging Reflective practices, Assessing the portfolio, Documenting achievement, ensuring Linkages, and Evaluating portfolios. She asserts that teachers must have professional development and training in order to â€œreach acceptable levels of reliability for the entire portfolio.â€ (Gottlieb, p.14)Â This article was extremely informative. It gave me a template to follow in developing my own portfolio system. This article would be appropriate for teachers of ESL students as well as teachers of native English speaking students.
Assessing the Portfolio: Principles for Practice, Theory, & Research, (Hamp-Lyons, 1999)
Liz Hamp-Lyons, in her chapters concerning portfolios, writes of the existence of portfolios as tools for â€œgathering performances of widely varying kinds.â€ (Hamp-Lyons, 1999, p.22) She states that portfolio assessments provide useful information that educators, students, and the public can trust. Hamp-Lyons discusses portfolios in the K-12 classroom. She asserts that norm-referenced tests and other standardized tests have no particular relation to what teachers are teaching in their classrooms. These tests are incomplete and unfair. Perform- ance assessments (portfolios) â€œprovide richer information about what students can do, and [they] leave[s] room for students to show more than the test asks.â€ (Hamp-Lyons, p.26)
Hamp-Lyons writes that although many individual teachers may use portfolios in their class- rooms, college level portfolio based writing assessment is less â€œrobustâ€ than in K-12 classes. Hamp-Lyons continues her discussion about portfolios in referring to nonnative writers. She asserts that nonnative writers struggle with timed writing tests, and that writing tests do not show the breadth of the studentsâ€™ capabilities. The use of portfolios enables ESL stu- dents to show their best work.
Hamp-Lyons makes a point in saying that while portfolios show the progress and aptitude of students, they also show the effectiveness of the particular pedagogical program the portfo- lio has been developed for.
This was an appropriate piece for ESL teachers. Hamp-Lyons discusses portfolios from many teaching levels (K-12, College etc.). Her assertion that portfolios are a reflection on the program for which the portfolio is developed is something to consider.
A Portfolio Assessment Model for ESL, (Moya, Oâ€™Malley, 1994)
In their discussion of portfolios in the article â€œA Portfolio Assessment Model for ESLâ€, Sharon S. Moya and J. Michael Oâ€™Malley provide examples of school districts that have programs with portfolio development and assessment. They explain the use of portfolios and stress that â€œA portfolio used for educational assessment must offer more than a show- case for student products; it must be the product of a complete assessment procedure that has been systematically planned, implemented, and evaluated (Moya, Oâ€™Malley, 1994, p.1). They list five features of a model portfolio procedure: comprehensiveness, predetermined and systematic, informative, tailored (meaningful to teachers, students, staff, and parents), and authentic.
Moya and Oâ€™Malley propose the rationale for using portfolios in the ESL classroom, stating:
Language proficiency must be viewed as a composite of many levels of knowl- edge, skills, and capabilities. A varied approach to measurement, including bothÂ test and nontest methods, is, therefore, needed to ascertain student strengths and weaknesses in all critical areas. Portfolio assessment encourages the use of multi- ple measures.
(Moya, Oâ€™Malley, p. 4)
Moya and Oâ€™Malley discuss the Portfolio Assessment Model, which has six interrelated levels of assessment: 1.) Identify purpose and focus of portfolio; 2.) Plan portfolio contents; 3.) Design portfolio analysis; 4.) Prepare for instruction; 5.) Plan verification of procedures; and 6.) Implement the model. (Moya, Oâ€™Malley, p.5)
This article provides both theory and practical suggestions for implementing the use of port- folios in the classroom. The steps in the model are easy to follow and can be adapted and utilized in all grade levels (K-12, university, adult etc.).
A Summary of the Arguments
There is a common thread that runs throughout the articles above. This thread is that the use of portfolios in the ESL classroom is an important addition to the assessment procedures of the class. With a rise in the number of ESL and EFL students in our schools today, portfo- lios are an effective way to assess the whole student, not just pick apart the studentsâ€™ weak- nesses. Portfolios give students many opportunities to present their best work, and, in so doing, are encouraged to do their best.
Portfolios are a means of assessing the studentsâ€™ strengths and weaknesses, not only in test- taking abilities, but in a variety of skills such as planning, revising, and presenting a sample of writing. Portfolios provide opportunities for students to reflect upon who they are as learners, writers, and people. This is especially important in the development of ESL stu- dentsâ€™ confidence, and attitudes towards their growth in learning English as a second lan- guage.
The articles all assert that portfolios produce a better student and better teaching programs. This view is clearly presented in Hamp-Lyonâ€™s discussion. She writes that portfolios actu- ally point out the weaknesses of the program addressed. We can assume that this can be quite threatening for teachers who have been teaching in the traditional structure, where teachers teach, but the students are tested on things that do not directly reflect the specific programs that the teacher presents.
The articles suggest the use of many different forms of work provided by the student. These are clearly listed in Tannenbaumâ€™s, Burtâ€™s and Keenanâ€™s, and Moyaâ€™s and Oâ€™Malleyâ€™s dis- cussions.
Two articles are very effective in presenting a model or a plan in implementing a program of portfolio use in the classroom. Gottlieb discusses the CRADLE approach, and Moya and Oâ€™Malley discuss the portfolio assessment model for ESL. There is a contrast between the two approaches, though. Gottliebâ€™s CRADLE Approach is more student-centered, where students are asked to collect their own pieces of work, and reflect upon the process throughÂ which these pieces of text were developed. In Moya and Oâ€™Malleyâ€™s argument, the teacher or â€œcommitteeâ€ is the guiding factor in the development of portfolios in the classroom. This argument provides explicit instructions for teachers to follow in developing the portfolio program.
Burt and Keenan are the only authors who pointed out the downfalls of the use of portfolios in the classroom. Like all strategies of assessment, the use of Portfolios is not completely thorough in the assessment of students. They state that portfolio development and imple- mentation, as well as evaluation, is time consuming for both students and teachers. They assert that many ESL students are resistant to alternative forms of assessment like portfolios. They also make a point of saying that funders, (from the state, or program etc.) require hard evidence as to the progress of students. They do not want to read millions of studentsâ€™ port- folios, but they will look at lists and data which show how a particular program is running.
Portfolio katika darasa la ESL: Mapitio ya Kihakiki ya Fasihi na Sarah C. Trudell - Burt, Miriam na Keenan, Fran. (1995). Tathmini ya Mtaalamu wa ESL ya Watu Wazima: Malengo na Vifaa. ERIC Clearinghouse kwa ajili ya ESL Literacy Elimu Washington DC, ERIC ID ED 386692 - Gottlieb, Margo. (1995). Kukuza kujifunza kwa wanafunzi kupitia Portfolio. TESOL Journal, Autumn 1995, 12-14. - Hamp-Lyons, Liz na Condon, William. (1999) na Kutathmini Portfolio: Kanuni kwa ajili ya Mazoezi, Nadharia, na Utafiti. Cresskill, NJ. Hampton Press, 23-29, 60-62, 68-73 - Moya, Sharon & O'Malley, Michael. (1994) Mfano wa Mfano wa Tathmini ya Portfolio kwa ESL "Jarida la ""Jarida la Maswala ya Elimu ya Wanafunzi wa Lugha ya Kidogo"" (Jarida la Mafunzo ya Wanafunzi wa Lugha ya Kidogo) (Jarida la Mafunzo ya Wanafunzi wa Lugha ya Kidogo) (Jarida la Mafunzo ya Wanafunzi wa Lugha ya Kidogo) (Jarida la Mafunzo ya Wanafunzi wa Lugha ya Kidogo) (Jarida la Mafunzo ya Lugha ya Kidogo) (Jarida la Mafunzo ya Lugha ya Kidogo) (Jarida la Mafunzo ya Lugha ya Kidogo) "")" - Tannenbaum, Jo Ellen. (1996) Mfano. Mawazo ya vitendo juu ya tathmini mbadala kwa wanafunzi wa ESL. ERIC Clearinghouse kwa Lugha na Linguistics (Washington, DC, ED 395500) Katika shule ya msingi, nilikuwa na upendeleo wa kutisha wa kuchukua Mtihani wa Iowa wa Ujuzi wa Msingi kila Aprili. Ilibidi tuketi kwa saa nyingi na kufanya mitihani mirefu ya Kusoma, Hisabati, na Mafunzo ya Jamii. Sikuzote nilifanya vizuri, lakini nilijua kwamba ningeweza kufanya vizuri zaidi. Nilikuwa na wasiwasi sana. Wakati wa kuchukua vipimo, wakati tu akaruka kwa na mimi karibu daima kukimbia nje ya muda kabla ya kumaliza kuchukua mtihani <unk> na mimi ni msemaji wa asili wa Kiingereza! Wakati wa kuanza kazi yangu ya ualimu, niligundua kwamba wanafunzi wengi ambao ningekuwa nikiwafundisha bado wangelazimika kuchukua vipimo ambavyo ni sawa na zile ambazo nililazimika kuchukua nilipokuwa mtoto (na, kwa kweli, kupitia chuo kikuu), hata ingawa hawana ufahamu sawa wa lugha au mikakati ya kuchukua vipimo ambayo nilikuwa nayo wakati nilichukua vipimo hivyo. Nilijifunza kwamba kuna aina nyingine za tathmini mbali na vipimo, na sasa ninajitahidi kutekeleza aina hizi za tathmini katika madarasa ninayofundisha. Moja ya aina hizo za tathmini mbadala ni portfo- lio. Kwa ajili ya ukosoaji huu, niliamua kukagua fasihi ya sasa kuhusu portfolios kama wao kuhusiana na kufundisha Kiingereza kama Lugha ya Pili. Kutafuta maandishi hayo kwa kweli kulikuwa uzoefu wa kujifunza. Mbali na kukusanya na kusoma makala na sura kutoka vitabu vya nakala ngumu nk, niliweza kutafuta WEB kwa makala tofauti zinazohusiana na Portfolios. Vituo vingi vilikuwa vimechaguliwa, na vingine vingeweza kutoa jina la makala na muhtasari, lakini sikuweza kupata makala halisi katika chapisho. Moja ya tovuti hizo au jarida ambalo nilikuwa na matatizo nalo lilikuwa Computer Assisted Language Learning (1999, Vol. Nambari ya 12. 3) "Mwanzoni mwa mwaka 1999, Saad al-Khatani, mwanasayansi wa sayansi wa Marekani, alitoa makala yake ya ""Mwanzoni mwa Mwaka wa 1999"" katika Chuo Kikuu cha Indiana, Pennsylvania, Marekani, na alitoa maelezo ya kina kuhusu makala hiyo." Ninaamini kwamba, kwa ajili yangu, elimu zaidi juu ya mada ya kutafuta kupitia WEB ni haki! "Kama ilivyoelezwa hapo juu, tovuti ya ""Educational Resource Information Center"" (ERIC) ni mojawapo ya tovuti za kuvutia zaidi." "Kama ilivyoelezwa hapo juu, tovuti ya ERIC ina ""Clearing House on Languages and Linguistics"" (WASHINGTON D.C.)." Niliweza kupata habari hizo haraka na kwa urahisi. "Nilikuwa na wasiwasi sana kuhusu makala ya ""Alternative Assessment"" ambayo ilikuwa na sehemu ndogo tu juu ya ""Portfolio.""" Tovuti hii ni ya kina sana na maalum. Kwa mujibu wa utafiti wa utafiti wa utafiti, kuna makala tano ambazo zinahusu masomo ya ESL. "Kama ilivyoelezwa katika makala ya ""Mtazamo wa Utafiti wa ESL kwa Wazee: Malengo na Vifaa"" (Burt, Keenan, 1995), ERIC inatoa ushauri wa kipekee kwa wanafunzi wa ESL." "Kama ilivyoelezwa katika makala ya ""Nurture Student Learning Through Portfolios"" (Gottlieb, 1995), ""TESOL Journal"" ni kitabu cha utafiti wa masomo ya msingi." "Kama ilivyoelezwa katika kitabu cha Assessing the Portfolio: Principles for Practice, Theory, and Research, ""Hamp-Lyon, 1999.""" Hii ni maandishi ya sura mbili. "Mfano wa tano ni ""Mfano wa Tathmini ya Portfolio kwa ESL"" (Moya, O'Malley, 1994) ambayo ni kutoka kwa Jarida la Masuala ya Elimu juu ya Wanafunzi wa Idadi ya Chini." Mapitio ya kila maandishi ni chini. "Kama ilivyoelezwa katika makala ya ""Mtazamo wa Uhakiki wa Mbadala"" (Tannenbaum, 1996), ""Uhakiki wa Mbadala"" ni mbinu ya utafiti wa msingi wa utafiti wa msingi wa msingi wa msingi." Yeye orodha vigezo kwamba aina nyingi za tathmini mbadala kukutana: - Lengo ni juu ya kumbukumbu ya ukuaji wa mwanafunzi binafsi kwa muda. - Mkazo ni juu ya nguvu za wanafunzi (wanayojua), badala ya udhaifu (wanayojua). - Kuzingatia ni kutolewa kwa mitindo ya kujifunza, ujuzi wa lugha, utamaduni na elimu asili, na ngazi ya darasa la wanafunzi. Tannenbaum, Mtaalamu wa Tathmini ya Kiingereza, anasema kuwa tathmini mbadala ni muhimu kwa wanafunzi wa Kiingereza kama lugha ya pili kwa sababu hutumia mikakati ambayo huwauliza wanafunzi kuonyesha kile wanachoweza kufanya, tofauti na upimaji wa jadi. Yeye inahusu waandishi watatu, Tierney, Carter, na Desai (1991) katika majadiliano yao ya Portfo- lios. "Wanafunzi wanapaswa kufanya hivi: kuweka rekodi za anecdotal kutoka kwa ukaguzi wao wa portfolios na kutoka kwa mikutano iliyopangwa mara kwa mara na wanafunzi kuhusu kazi katika portfolios yao; kuweka orodha za kuangalia ambazo zinaunganisha kazi ya portfolios na vigezo ambavyo wanaona ni muhimu kwa aina ya kazi inayokusanywa; na kubuni ""mfululizo wa maelezo"" ya mafanikio ya wanafunzi." "Tannenbaum, p.4) Tannenbaum anapendekeza kwamba vifaa vifuatavyo viwekwe katika mkoba: - Rekodi za sauti na video za usomaji au maonyesho ya mdomo. """ - Kuandika sampuli kama vile mazungumzo jarida entries, ripoti ya kitabu, kuandika kazi (mipango ya nakala ya mwisho), kusoma entries log, au miradi mingine ya kuandika. - kazi ya sanaa kama vile picha au michoro, na grafu na chati. - Mkutano au mahojiano maelezo na rekodi anecdotal. - Orodha za ukaguzi (kwa mwalimu, wenzao, au mwanafunzi). - Majaribio na maswali. Tannenbaum anasisitiza kwamba ni muhimu kujumuisha zaidi ya kuingia moja ya aina fulani ya maudhui ya kwingineko ili kupata "maoni mbalimbali juu ya maendeleo ya kitaaluma ya wanafunzi". Makala hii maalum ni iliyotolewa kwa njia ya kitaaluma, na ni habari na vitendo. Inatoa nadharia na pia orodha ya mawazo ya kila siku kwa ajili ya kutekeleza mchakato wa maendeleo ya kwingineko na tathmini katika darasa. Kwa hivyo, hii inaweza kuwa na athari kwa wanafunzi wa ESL na kwa wanafunzi wote. "Bert na Fran Keenan, ""Adult ESL Learner Assessment: Purposes and Tools"" (Burt, 1995) ni makala ya utafiti wa wanafunzi wa ESL, ambayo inazungumzia jinsi ya kuamua ikiwa programu hiyo ni ya ufanisi, ya ufanisi, na ya ufanisi." Burt na Keenan kuelezea vipimo inapatikana kibiashara (mipimo ya chaguo nyingi) na kutoa sababu kwa nini vipimo hizi inapatikana kibiashara kuwa na mapungufu. "Wanaonyesha kwamba watathmini wanaweza kujua kama mwanafunzi wa ESL ana matatizo na vipimo vilivyochaguliwa kwa sababu ya ""magumu ya kusoma, na msamiati, au na dhana za kitamaduni chini ya vipimo vya vipimo"" (Burt, Keenan, 1995, p. 2) na Keenan wanasema kwamba ""wafundishaji wengi wa watu wazima (na K-12) kukuza matumizi ya zana mbadala za tathmini ambazo zinajumuisha malengo ya mwanafunzi na kuhusiana zaidi na mafundisho." Wao hutoa njia mbadala za vipimo vinavyopatikana kibiashara. Mojawapo ya njia hizo ni Portfolio. "Fingerett, 1993; Wrigley, 1992; na wengineo, walitoa maoni yao kwamba ""mapato ya wanafunzi, makusanyo ya kazi ya mtu binafsi, ni mifano ya kawaida ya tathmini ya mbadala.""" Portfolio inaweza kujumuisha vitu kama vile ripoti za vitabu vilivyosomwa, maelezo kutoka kwa mahojiano ya mwanafunzi na mwalimu, tafakari za wanafunzi juu ya maendeleo yao, sampuli za maandishi, data kutoka kwa tathmini za utendaji, na alama kwenye vipimo vinavyopatikana kibiashara. "Burt Keenan, mwandishi wa ""Mafunzo ya Ufundi"" anasema: ""Nilikuwa na hamu ya kupata mawazo zaidi kuhusu kile kinachopaswa kuingizwa katika orodha ya masomo na jinsi mwalimu anapaswa kupanga na kutekeleza matumizi ya orodha ya masomo." "Mwisho wa makala hiyo ulikuwa mfupi na wa msingi, lakini ulionyesha madai ya jumla ya makala hiyo, kwamba ""mazoea ya sasa na nadharia zinaonekana kupendekeza kutumia mchanganyiko wa vifaa vya tathmini mbadala vinavyopatikana kibiashara na vilivyotengenezwa na programu"" (Burt, Keenan, p.3)." "Kutumia portfolios, Margot Gottlieb anaelezea jinsi ""mfano wa kujifunza"" unavyoweza kuimarisha uelewa wa wanafunzi, na jinsi ""mfano wa kujifunza"" unavyoweza kuimarisha uelewa wa wanafunzi, na jinsi ""mfano wa kujifunza"" unavyoweza kuimarisha uelewa wa wanafunzi." CRADLE inasimama kwa ajili ya kuendeleza Makusanyo, kuhamasisha mazoea Reflective, Tathmini ya kwingineko, Documenting mafanikio, kuhakikisha Links, na Tathmini ya kwingineko. "Mwalimu lazima kuwa na maendeleo ya kitaaluma na mafunzo ili ""kufikia viwango vya kukubalika vya kuaminika kwa kwingineko nzima"" (Gottlieb, p.14)." Ilinipa template ya kufuata katika kuendeleza mfumo wangu mwenyewe wa kwingineko. Mafunzo haya yanafaa kwa wanafunzi wa lugha ya Kiingereza na wanafunzi wa lugha ya asili. "Liz Hamp-Lyon, katika sura zake kuhusu portfolios, anaandika juu ya kuwepo kwa portfolios kama zana kwa ""kukusanya utendaji wa aina mbalimbali sana"" (Hamp-Lyon, 1999: p.2)." "Hamlet anasema: ""Kama ilivyo katika shule za msingi, ni muhimu sana kuwa na orodha ya masomo ya K-12." "Amesema kwamba ""majaribio ya kawaida na majaribio mengine ya kawaida hayana uhusiano wowote na kile walimu wanachofundisha darasani.""" Majaribio hayo hayakamiliki na si ya haki. "Hatimaye, ""Hitimu za Utendaji"" (Hitimu za Utendaji) hutoa habari nyingi zaidi kuhusu kile wanafunzi wanaweza kufanya, na [wanawaachia] nafasi kwa wanafunzi kuonyesha zaidi ya mtihani unauliza. "" (Hamp-Lyons, p.6) Hamp-Lyons anaandika kwamba ingawa walimu wengi wa kibinafsi wanaweza kutumia portfolios katika madarasa yao, tathmini ya maandishi ya kiwango cha chuo kikuu ni chini ya ""nguvu"" kuliko katika madarasa ya K-12."" Hamp-Lyons anaendelea na majadiliano yake kuhusu portfolios katika kurejelea waandishi wasio wa asili. Yeye anasema kwamba waandishi wasio wenyeji wanashindana na vipimo vya kuandika vya wakati, na kwamba vipimo vya kuandika havionyeshi upana wa uwezo wa wanafunzi. Kwa kutumia portfolios, wanafunzi wa ESL wanaweza kuonyesha kazi yao bora. "Hamp-Lyon anasema: ""Ikiwa portfolios zinaonyesha maendeleo na uwezo wa wanafunzi, pia zinaonyesha ufanisi wa programu maalum ya ufundishaji ambayo portfolios imebuniwa.""" Hii ni sehemu ya msingi ya mafunzo ya ESL. Hamp-Lyons inazungumzia portfolios kutoka ngazi nyingi za kufundisha (K-12, Chuo Kikuu nk). Madai yake kwamba portfolios ni tafakari juu ya programu ambayo portfolio ni maendeleo ni kitu cha kuzingatia. "Mfano wa Uhakiki wa Portfolio kwa ESL (Moya, O'Malley, 1994) ni mfano wa ""Mfano wa Uhakiki wa Portfolio kwa ESL"" na ""Mfano wa Uhakiki wa Portfolio kwa ESL"" na ""Mfano wa Uhakiki wa Portfolio kwa ESL"" na ""Mfano wa Uhakiki wa Portfolio kwa ESL"" na ""Mfano wa Uhakiki wa Portfolio kwa ESL"" na ""Mfano wa Uhakiki wa Portfolio kwa ESL.""" "Kama ilivyoelezwa katika makala ya kwanza ya kitabu cha ""Mafunzo ya Mfano"" (Mafunzo ya Mfano) ya mwaka wa 1994, ""Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano wa Mfano.""" "Kama ilivyoelezwa hapo juu, ""mfano wa mkusanyiko wa mifano"" ni ""mfano wa utaratibu wa mkusanyo wa mifano"" ambao ni ""mfano wa utaratibu wa mifano"" ambao ni ""mfano wa utaratibu wa mifano"" ambao ni ""mfano wa utaratibu wa mifano"" ambao ni ""mfano wa mifano"" ambao ni ""mfano wa mifano.""" "Moya na O'Malley wanapendekeza sababu ya kutumia ""mapato"" katika darasa la ESL, wakisema: ""Ujuzi wa lugha lazima uonekane kama mchanganyiko wa viwango vingi vya maarifa, ujuzi na uwezo." Kwa hiyo, mbinu mbalimbali za kupima, ikiwa ni pamoja na mbinu za mtihani na zisizo za mtihani, zinahitajika ili kugundua nguvu na udhaifu wa wanafunzi katika maeneo yote muhimu. Portfolio tathmini inahimiza matumizi ya hatua mbalimbali. "Mwenyeji wa O'Malley, M.A.M. na O'Malley, ""Mfano wa Tathmini ya Portfolio"" ni mfano wa tathmini ya ushirika wa ushirika wa ushirika wa ushirika wa ushirika wa ushirika wa ushirika." Kutambua kusudi na lengo la kwingineko; 2.) Mpango wa bidhaa (Property Portfolio) Mfano wa Portfolio Analysis Jitayarishe kwa ajili ya maagizo; 5.) Mpango wa ukaguzi wa taratibu; na 6) Tumia mfano huo. (Maya, O'Malley, p.5) Makala hii hutoa nadharia na mapendekezo ya vitendo kwa ajili ya kutekeleza matumizi ya port- folios katika darasa. Hatua katika mfano ni rahisi kufuata na inaweza kubadilishwa na kutumika katika ngazi zote za darasa (K-12, chuo kikuu, watu wazima nk). Muhtasari wa Hoja Kuna jambo moja la kawaida linalopatikana katika makala zilizo juu. Kwa hivyo, ni muhimu kuzingatia kwamba matumizi ya portfolios katika darasa la ESL ni nyongeza muhimu kwa taratibu za tathmini za darasa. Kwa kuongezeka kwa idadi ya wanafunzi wa ESL na EFL katika shule zetu leo, portfolios ni njia bora ya kutathmini mwanafunzi mzima, si tu kuchagua mbali udhaifu wa wanafunzi. Portfolio huwapa wanafunzi fursa nyingi za kuwasilisha kazi zao bora, na, kwa kufanya hivyo, wanahimizwa kufanya bora yao. Portfolio ni njia ya kutathmini nguvu na udhaifu wa wanafunzi, si tu katika uwezo wa kuchukua mtihani, lakini katika ujuzi mbalimbali kama vile kupanga, kurekebisha, na kuwasilisha sampuli ya kuandika. Portfolios kutoa fursa kwa wanafunzi kutafakari juu ya nani wao ni kama wanafunzi, waandishi, na watu. Hii ni muhimu hasa katika maendeleo ya ESL wanafunzi 'uaminifu, na mitazamo kuelekea ukuaji wao katika kujifunza Kiingereza kama lugha ya pili. Makala zote zinasema kwamba michoro hutokeza mwanafunzi bora na programu bora za kufundisha. Maoni haya ni wazi iliyotolewa katika Hamp-Lyon ya majadiliano. Anaandika kwamba portfolios kweli ally kuonyesha udhaifu wa mpango kushughulikiwa. Hii inaweza kuwa hatari kwa walimu ambao wamekuwa wakifundisha katika muundo wa jadi, ambapo walimu hufundisha, lakini wanafunzi wanajaribiwa juu ya mambo ambayo hayaonyeshi moja kwa moja programu maalum ambazo mwalimu anawasilisha. Makala hizo zinaonyesha kwamba mwanafunzi anapaswa kutumia njia mbalimbali za kufanya kazi. Hii ni wazi iliyoorodheshwa katika Tannenbaum, Burt na Keenan, na Moya na O'Malley ya majadiliano. Makala mbili ni ufanisi sana katika kuwasilisha mfano au mpango katika kutekeleza mpango wa matumizi ya kwingineko katika darasa. Gottlieb anajadili mbinu ya CRADLE, na Moya na O'Malley kujadili mfano wa tathmini ya kwingineko kwa ESL. Hata hivyo, kuna tofauti kati ya mbinu hizo mbili. Mkakati wa CRADLE wa Gottlieb ni zaidi wa mwanafunzi, ambapo wanafunzi wanaulizwa kukusanya vipande vyao vya kazi, na kutafakari juu ya mchakato ambao vipande hivi vya maandishi vilitengenezwa. Katika hoja ya Moya na O'Malley, mwalimu au "kamati" ni sababu ya kuongoza katika maendeleo ya kwingineko katika darasa. Hoja hii hutoa maelekezo ya wazi kwa walimu kufuata katika kuendeleza programu ya kwingineko. Burt Keenan na wengine wengi wameandika juu ya matumizi ya portfolios katika darasa. Kama mikakati yote ya tathmini, matumizi ya Portfolios si kikamilifu katika tathmini ya wanafunzi. Wao wanasema kwamba maendeleo ya kwingineko na utekelezaji, kama vile tathmini, ni muda mwingi kwa wanafunzi na walimu. Wanaamini kwamba wanafunzi wengi wa ESL ni sugu kwa aina mbadala ya tathmini kama vile portfolios. Pia wanafanya uhakika wa kusema kwamba wafadhili, (kutoka jimbo, au programu nk) Inahitaji ushahidi thabiti kuhusu maendeleo ya wanafunzi. Hawataki kusoma mamilioni ya wanafunzi portfolios, lakini watatafuta orodha na data ambayo kuonyesha jinsi programu fulani ni mbio.