04 January 2014

Strategies for Standards-Based Portfolio Curation

The standards-based e-portfolio I use for evaluation has been a little rocky since I started experimenting with it last year. North Carolina's eLinguafolio has been on the fritz, and I've tried a few different methods for curation--mostly Google Sites and Blogger--and I've not been totally satisfied with the results yet.

Here are some of the problems I've encountered:
  • Procrastination and incomplete submissions
  • Confusion over expectations for evidence
  • Technical difficulties with evidence links
  • Lack of motivation to revise and resubmit
  • Designing relevant activities for evidence collection
  • Time expenditure for feedback (days of my life here)
I have a plan of attack, though. I've come up with some strategies that I think will both organize me and organize them and help keep both of us more accountable without having everything pile up at the end.

I will provide:
  • Unit breakdown by standards on Schoology
  • Activity tracking pages for your notebook
  • Google Sites templates with all required standards plus formatting instructions
  • Weekly Google Form evidence checks

Write this down
I will label each activity we complete with corresponding Linguafolio communication objectives when we begin the activity. That is your cue to whip out the activity tracking pages and write down the date and name of the assignment. If it is any sort of speaking activity (presentational or person-to-person), you will probably also want to whip out your phone/MP3 player or other recording device.

Set goals
Review the standards and unit breakdown of the standards I plan to address directly through our term project. Then choose which three sections you will focus on for the six-week grading period. Remember, you want to take advantage of the activities in class so you don't have to reinvent the wheel, but you also may not want to save all of the hardest sections for last--it'll be harder to get feedback to re-do them.

You may, of course, adjust your goals as the grading period progresses, but you will need to make up your mind as soon as possible. The week before the end of the grading period, I will require a draft of your designated skill sections wherein you briefly describe the evidence you will submit for each objective (this is where your notebook pages will come in handy). This way I can let you know if you're on the right track and if your evidence is likely to meet all proficiency requirements:
  • Alignment with the objective
  • Thoroughness
  • Accuracy
  • Spontaneity (not rehearsed or read)
  • Consistency
Don't stop until it's done
When you submit one of the portfolio skill sections for evaluation, I will give you feedback using the portfolio rubric on Schoology to let you know if the evidence you provided is sufficient to demonstrate proficiency.


When you have demonstrated at least 80% proficiency on a skill section, you will earn a Schoology badge indicating you are proficient in that skill at that level. If you do NOT receive at least 80% for the section, however, you will need to adjust or replace inadequate evidence and resubmit. Note: you WILL be held accountable the following grading period for resubmitting skill sections that do not earn at least 80%. Likewise, if you do not complete at least 3 skill sections in a grading period, you will be responsible for making up the difference the following grading period.

The final analysis
Your final exam will basically just be your completed e-portfolio, including evidence for all Linguafolio objectives appropriate for your course level and a Proficiency Profile in which you evaluate your overall proficiency level in each of the five communication skills: Interpretive Listening, Interpretive Reading, Person-to-person, Presentational Speaking, and Presentational Writing. Your Proficiency Profile will be evaluated not on the basis of meeting state-prescribed goals, but on the accuracy of your assessment of your own proficiency levels based on evidence included as well as an on-the-spot interview.

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