Types of assessment

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in Language Arts
Week 6 :5/2/2018 – 9/2/2018
Types of assessment in Language
Arts
• Portfolio
• Aural-oral assessment
- poetry recital
- choral speaking
-dramatization

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- jazz chants
- storytelling
• Written assessment
- playscript
- jazz chants
- stories
- poems
- critical responses
- reflections
What is a portfolio?
• Portfolios are collections of student’s work representing a
selection of performance
• Purposeful collection of student work that has been selected
and organized to show student learning progress
(developmental portfolio) or to show samples of students best

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work (showcase portfolio)
• Portfolio assessment can be used in addition to other
assessments or the sole source of assessment.
• Some schools even use portfolio assessment as a basis for
high school graduation!
What is the purpose of portfolios?
• To give students the opportunity to reflect on their growth
over a period of time
• To use as a basis for assigning grades (based on effort)
• To use as a basis for communication with parents

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• As placement/entrance requirements
What do portfolios contain?
• Developmental Portfolio (or working portfolios)
• Samples of independent work (initial work compared to more
current work)
• Evaluations by teacher, peer, self

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• Reflections on the growth over a period of time (e.g., “I used
to be unsure about punctuation, e.g., where does the comma
really go?, but now, I feel comfortable in making decisions
about punctuation, and I am right most of the time!”)
• May be used for instructional purposes and may include
various stages of products, various drafts, etc.
What do portfolios contain?
• Finished portfolio
• Samples of best independent work
• Evaluations by teacher, peer, self
• Samples organized according to some system (e.g., creative

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writing, scientific writing)
• Usually used to provide a summative evaluation and is
standard format.
Different purposes of Portfolios
• All content in a portfolio must be linked to the learning
objectives/outcomes
• In addition to learning objectives, there are many general purposes
of portfolios:
• Enhancing student learning (little emphasis on content, more emphasis on
student reflection)
• Assigning a grade (give clear guidelines to ensure that the portfolio

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consists of standard items)
• Displaying current achievement (pick the best complete work)
• Demonstrating progress (show changes over time, include various
drafts)
• Showcasing student work (only best work)
• Documentation (showing work at variety of levels)
• Show finished work
• Show works in progress
Characteristics of portfolios used
for instructional purposes
• Focus is on development of self-evaluation skills.
• Teacher and students must meet to discuss evaluations
(teachers can get a good window into students’ understanding
of their progress).
• In addition to improving instruction, the goal is to help student

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internalize criteria for excellence.
• Can be used for student-directed conferences with parents
Characteristics of portfolios used
for assessment purposes
• Focus is on evaluation of student work in it’s entirety and
certifying accomplishment.
• Teacher should provide student with clear guidelines about
content of portfolio and scoring criteria.
• If used to assess program goals, the content and organization

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of portfolios must be highly standardized.
 Examples of portfolios for
English/Language Arts
• Reading log
• Different types of writing
• Poems
• Essays

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• Letters
• Vocabulary achievements
• Tests
• Book summaries/reports
• Dramatizations, creative endings to stories
• Student reflections (either weekly, monthly, or bi-monthly)
What should the reflections
contain?
• Reflections should focus on:
• What all have done in the past _____?
• What have I learned in the past _____?
• What do I need to learn next ______?

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• Sometimes, you can give students additional guidelines – e.g,
the elements of the learning objectives that they should
address (organization, punctuation, coherence, etc.)
Aural-oral assessment
• Assessment
• Assessment at this young age is largely an on-
going process of observation in whole-class
work and monitoring at an individual level,
but once the students are developing basic

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reading and writing skills, you may wish to
carry out a more formal evaluation. The Super
Minds Teacher’s Resource Books provide an
end-of-unit test which evaluates the core
vocabulary and structures with listening,
reading and simple writing activities such as
sentence completion.
Using the Workbook Revision page
• The Workbook Revision page, whilst ostensibly a record
of learning, can also be used for informal assessment. A
possible system would be to grade the work as follows:

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• Shows awareness of some new language
• Shows awareness of most new language
• Demonstrates vocabulary and both core structures from the
unit but with some spelling errors
• Accurate use and spelling of the new vocabulary and
both core structure
Using the Super Minds songs
• As well as providing a welcome change in the class dynamic,
songs are an extremely valuable part of the language-learning
process at this stage for three reasons:
• The students will produce far more language in a song than in any

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other form of practice activity.
• Through songs, the students are producing a series of connected
sentences when the rest of their spoken work may still only be at
the short phrase or sentence stage.
• The repetitive nature of song lyrics means that key language is
activated many times.
• https://cft.vanderbilt.edu/guides-sub-pages/cats/
• https://www.wssu.edu/about/assessment-and-
research/niloa/_files/documents/assessmentmethods.pdf
• https://books.google.com.my/books?isbn=3319224220

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• https://www.teachingenglish.org.uk/sites/teacheng/files/C60
7%20Information%20and%20Communication_WEB%20ONLY_
FINAL.pdf
• Discuss and create a set of criteria for
portfolio assessment.
• Rationalise each criteria and suggest

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suitable documentation.
• Design aural oral assessment using
poetry and stories as resources.
• Discuss how these assessments can be
documented in the portfolio.