1. English Language Portfolio
by Olena Kononenko
School № 5
Monastyryshche
Cherkasy Region
2011

2. Contents 1 2 3 4 5 6 EC Language Policy What is a Portfolio
Why use a Portfolio 3
How to Create and Develop Portfolio 4
Teacher and Student Benefits 5
Using e-Portfolios 6

3. European Council Language Policy
Common European Framework of Reference for Languages
Common basis for creating language curriculum, examinations, textbooks
Basic Levels
Basic User
A1-A2
Independent User
B1-B2
Proficient User
C1-C2
Description of linguistic
fluency at different levels
Language Portfolio ?

4. What is a Portfolio ?
A collection of students’ work, which demonstrates their skills and accomplishments.
It is more than just a group of projects and papers stored in folders.
It is used to demonstrate students’
achievements in one subject area
or across the curriculum.

5. Types of Portfolios Working Portfolio 1 2 Process Portfolio 3 Showcase
Available in the classroom
For everyday use
Can include everything even the weakest of student work
Follows the student through the school year 2
Process
Portfolio 3
Showcase
Portfolio
Shows how the student integrates specific knowledge or skills and progress towards both basic and advanced mastery
Emphasizes the student’s reflection upon his learning process
For summarative evaluation of student’s outcomes
Includes very best completed works, determined through a combination of student and teacher selection
Includes analysis and reflections by the student.

6. Principles in Portfolio
collect
select
reflect

7. Why Use Portfolios ? Portfolios encourage self-directed motivate
learning
motivate
provide a way for
students to value
themselves as
learners
enlarge the view of
what is learned
Portfolios
demonstrate progress
toward identified
outcomes
foster learning about
learning

8. Portfolio Aims reflect change and growth over a period of time
provide for continuity in education from one year to the next
enhance the assessment process by revealing a range of skills and understandings one students' parts
encourage student, teacher, and parent reflection

9. Portfolio Components Portfolio Dossier Language Passport Language
Biography
Portfolio Components

10. Student and teacher’s notes about
passport
Student and teacher’s notes about
student and the languages he studies and uses
self-assessment of student linguistic competences level
biography
information that demonstrates achieved results
dossier
samples of the language practice proving the achievements

11. The Phases of Portfolio Development
Organization and Planning
Collection
Reflection

12. Phase One: Organization
making a decision on the part of students
and teachers
exploring essential questions:
*How to select times, materials, etc. to reflect
what I am learning
*How to organize and present the items, materials,
etc. that I have collected?
*How portfolios will be maintained and stored?
full understanding of the purpose of the portfolio as a means of monitoring and evaluating the progress.

13. Phase Two: Collection
Collect meaningful materials that reflect students' educational experiences and goal
Include:
stories
compositions
test results
projects
audio/video

14. Phase Three: Reflection
Portfolios require an element of critical reflection or commentary.
This may either be integrated into elements of the portfolio, or be a separate element in its own right.
In addition, teacher and/or parent reflections upon the products, processes, and thinking articulated in the portfolio should also be included wherever appropriate.

15. Teacher Benefits Portfolios allow to see the student as an individual
Bring into focus the
strength of each student
Clarify possibilities
Demonstrate what the
student is able to
Demonstrate what can be improved

16. The New Teacher Role Facilitate for learning Guide more than before
Be a leader of her class
Have competence in different methods and strategies
Know the importance of building relations
Competence to operate in a new learning environment.

17. A Child-Centered Idea develops the full range of child skills
the intellectual skills of
describing,
drawing conclusions,
using the imagination,
planning
analizing
the social skills of
making decisions
sharing, co-operating,
appreciating contributions
the learner independence skills of
making responsible choices,
deciding how to complete tasks,
getting information,
evaluating results.

18. Using e-Portfolios
Information is easily stored in a computers hard drive, floppy disk, CD, or other means.
e-Portfolios enhance computer and technology skills.
Experienced gained:
Creating
Selecting
Organizing
Editing
Evaluating the portfolios
Students gain a sense of improvement by displaying, sharing, and presenting their e-Portfolios to teachers, parents, and the community.

19. http://www. coe. int/t/dg4/portfolio/. l=e&m=/main_pages/portfolios
Європейське Мовне Портфоліо: Методичне
видання/Уклад. О. Карп’юк.-Тернопіль: Лібра
Терра, 2008
Європейське Мовне Портфоліо: Проект української версії для учнів 13-17років/Уклад. О. Карп’юк.-Тернопіль: Лібра Терра, 2011