Portfolios as "Learning Companions" for Children and a Means to Support and Assess Language Learning in the Primary School

Autor/in	Jones, Jane
Titel	Portfolios as "Learning Companions" for Children and a Means to Support and Assess Language Learning in the Primary School
Quelle	In: Education 3-13, 40 (2012) 4, S.401-416 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2012.691374
Schlagwörter	Portfolios (Background Materials); Portfolio Assessment; Formative Evaluation; Student Evaluation; Second Language Learning; Elementary School Students; Learning Experience; Foreign Countries; Second Language Instruction + Suchen Sie Ihr Suchwort? Portfoliobeurteilung; Schulnote; Studentische Bewertung; Zweitsprachenerwerb; Lernerfahrung; Ausland; Fremdsprachenunterricht
Abstract	This article explores the idea of portfolios as a way to collect evidence of pupils' learning and achievement in their language learning in the primary school. The emphasis is on portfolio work as an active and reflective process to underpin and support learning and to show evidence of achievement and progression. Pupil choice and reflexivity are essential in the process. The process can encourage learners to draw on their learning experiences across the curriculum. Whilst a means of providing evidence of learning, and for showcasing work pupils are proud of, portfolios are seen as central to and embedded in the day-to-day learning and underpinned by the principles of formative assessment. Designed to be used with other modes of assessment including the European Languages Portfolio, portfolios are in essence flexible, inclusive and a dynamic record of learning, achievement and potential for every learner. In this article, the use of portfolios from an early age as a means to promote development and learning and a way of assessing learning are inextricably linked. Teachers working to develop portfolio work, and some of their pupils, add their voices to the discussion of portfolio development towards an enhanced dialogic assessment culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10