English Language Development

as well as reflecting on the reasons selections were made, what they represent, and what they show
about students’ learning (Arter and Spandel 1992; Chappuis, and others. 2012).

The following are questions teachers should keep in mind when using portfolios:

• How representative is the work included in the portfolio of what students can really do?


• Do the portfolio pieces represent coached work, independent work, or group work?


• Do the portfolio pieces represent student language
  and literacy progress across the content areas?


• How well do the portfolio items match standards?


• Are there clear criteria for judging the work and do
  the criteria represent the most relevant dimensions of
  student work products?


• Is there a method for ensuring that evaluation criteria
  are applied consistently and accurately? (Arter and
  Spandel 1992)
  Well-developed criteria are used to evaluate portfolio items and establish the scoring process (e.g.,
  the number of raters, when scoring takes place). It is also important to communicate whether the
  portfolio is to be rated as a whole or as individual samples, and if so, how the items are weighted.
  For example, are video performances of students’ spoken language weighted more or less than their
  written artifacts?

Portfolios also provide valuable information about student progress to parents, particularly the
parents of ELs and other language-minority students who may not be completely familiar with U.S.
schooling practices and systems. Portfolios designed to tell the story of student growth during a
particular time frame communicate to parents how their children are developing in a variety of areas
valued by the standards and curricula. This information can help parents support their students’
continued development and expand opportunities for collaboration between schools and families.

Student Involvement

Whatever the assessment cycle, one goal of assessment is to promote a positive orientation to
learning for students. Assessment, particularly when stakes are attached, creates a strong reason for
learning. However, assessment can also impact the learner’s willingness, desire, and capacity to learn
(Harlen and Deakin Crick 2002). For example, if passing the test becomes the reason for learning,
then students run the risk of developing a performance orientation, rather than a learning and mastery
orientation (Ames and Archer 1988; Dweck 1999, 2006). Students with a performance orientation tend
to use passive rather than active learning strategies, they avoid learning challenges, and their learning
tends to be shallow rather than deep (Crooks 1988; Harlen and James 1997).

While teachers can help students learn, only students

can actually do the learning. For this reason, successful

achievement of standards requires students to develop a

learning orientation evidenced by an interest in learning and

meeting challenges, and a belief that effort, engagement in

learning, and the development of learning strategies lead to

increased achievement.

If students are involved in the assessment process,

they are more likely to develop a learning orientation than

if they are solely passive recipients of test scores. They are

also more likely to develop skills in setting goals, managing

Assembling a portfolio directly

involves students in selecting

its contents as well as reflecting

on the reasons selections were

made, what they represent,

and what they show about

students’ learning

Whatever the assessment

cycle, one goal of assessment

is to promote a positive

orientation to learning

for students. Assessment,

particularly when stakes are

attached, creates a strong

reason for learning.

Assessment Chapter 8 | 845