Guidelines for use include the following:

a. Brainstorm with students to discover what they

already know aboit portfolios.

b. Share samples of portfolios with students.

c. Provide stidents with an overview of portfolio

assessment prior to beginning their collection.

d. Collaborate with students to set up guidelines for

the content of portfolios and establish evaluation
criteria for their collections.
e. Consider the following:
• What is the purpose of the portfolio?
• Who will be the audience(s) for the portfolio?
• What will be included in the portfolio?
• What are the criteria for selecting a piece of
work for inclusion? When should those
selection be made?
• Who will determine what items are included in
the portfolio?
f. Assemble examples of work that represent a wide
range of students developing abilities, knowledge, and
attitudes including samples of work from their
speaking, listening, reading, writing, representing, and
viewing expereiences.

g. Date all items for effective organization and

reference.

h. Inform parents/guardians about the use and

purposes of portfolios.
i. Consider the following for inclusion:
• criteria for content selection
• table of contents or captioned labels that briefly
outline or identify the contents
• samoles of students writing
• sample reading logs
• sample of a varity of responses from reader
response journals
• evidence of student self- reflection
• audiotapes and videotapes of student work
• photographs
• collaborative projects
• computer disks
6. SPEAKING AND LISTENING
Oral presentations and incidental observations provide
opportunities to gather information about students
listening and speaking abilities.

7. ONTERVIEWS/CONFERENCES
Teacher-student interviews or conferences are productive
means of assessing individual achievement and needs.

Examples of questions that help students reflect upon

their speaking, listening, and viewing experiences include
the following:
 Which speaking, listening, and viewing activities did
you participate in this week? Which did you
enjoy/dislike? Why?
 Which oracy activities did you find most
difficult? Why? Did you solve the
difficulties? How?
 In which speaking activity do you think
you did your best? What males you
think so?
 What type of speaking activities would
you like to learn better?
8. PROJECTS AND PRESENTATIONS
Criteria should be developed and/or discussed with
students at the outset of the activities such as written
reports, visual representations, oral presentations, or
projects which combine more than one aspects of
language use and undersatning.
9. QUIZZED, TESTS AND EXAMINATIONS

Quizzes, tests and examinations are most often used

for assessing students' knowledge of content;
however, they may be used to assess processes, skills
and attitudes.
Guidelines for use include the following:

• Construct test items to accommodate the

different ways that students learn and
demonstrate what they have learned or can
do.

• Use a variety of test formats, ensuring that

they are appropriate to the objectives being
measured.
• Construct test items that allows students to
demonstrate and apply what they have learned.
• Use oral assessment when written responses
are not feasible or in situations where criteria
can best be assessed through oral responses.
C. KIND OF LAANGUAGE TESTS

Tests can be categorized according to the types of

information they provide. They four type of
language test are: proficiency, achievement,
diagnostic, and placement tests.
1. PROFICIENCY TESTS
• Proficiency tests are designed to measure
people's ability in a language, regardless of
any training they may have had in that
language.

• The content of a proficiency test, is not

based on the content or objectives of
language courses that people taking the
test may have followed.
2. ACHIEVEMENT TESTS

• Generally, most teachers will be involved in the

preparation and use of achievement tests. In the
contrast to proficiency tests, achievement tests are
directly related to language courses, theor purpose
being to establish how successful individual
students, group of students, or the courses
themselves have been in achieving objectives.
They are two kinds: final
achievement tests and
progress achievement
tests.

a.