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PORTFOLIO ASSESSMENT PLAN ON SPEAKING

Submitted as Partial Fulfilment of Assessment in English Language Final

Assignment

by:

Ida Dian Sukmawati

0203515110

Special Class , Rombel 2

ENGLISH DEPARTMENT

POST GRADUATE FACULTY SEMARANG STATE UNIVERSITY

2016
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Portfolio Assessment Plan Speaking

I. INTRODUCTION

Portfolio assessment is a purposeful collection of student work that document and assess

the students efforts, progress, and achievements in one or more areas over a period of time.

(Jizhen,Huang.2012). Portfolios are an effective way of motivating young learners, providing a

fun way to review language and helping them to reflect on their own objectives, ways of learning

and success. Therefore, this paper aim to describe to portfolio assessment plan on speaking skill

of first semester Nursing students in English course.

I.1 Teaching context

My group of learners is undergraduate nursing students of semester one. They are around

17-18 years old. Most of them have learnt English for many years - mostly since they were in

Junior High School - but still have difficulty communicating and understanding.

The course, which usually consist of 12-16 students aims to help the students to achieve

an overall English language proficiency of beginner Basic User defined as A1 level on the

Common European Framework of Reference for Languages (CEFR), developing generative

language use to interact in a simple way and ask and answer simple questions. The course is

intended to accomplish its goal in one semester of academic year (16 weeks) that consist of

approximately 64 hours of instruction. (A brief description about the objective of this course

and indicator of the learners regarded to speaking skill can be seen in 1.4 & 1.5 below.)
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The size of the English classroom is 4x6 meter that equipped with portable chair which

easy to be moved as needed for some activities that need them to move their chair. The room

lighting is good. It is enough to read but not so much as to be uncomfortable. The room also

facilitated with air conditioner that makes them feel comfortable and not focussing on their

physical feelings. There are also whiteboard, TV and audio system in the classroom.

In making relationship with the students, I try to be as friendly as possible or being

approachable to my students. Teaching English in a fun way is important for me and also the

other English team teaching. That is why the implementation of Communicative Language

Teaching (CLT) in English class is used as many as possible. Such a grammar things that usually

avoided or neglected by L2 learner can be introduce friendly by us using CLT.

I.2 The purpose of portfolio assessment.

Formulating the purpose is essential in conducting portfolio assessment. Considering to

the teaching context including the audience of this portfolio assessment, the purpose of this

portfolio assessment are for:

1. Improving students spoken interaction and production skill according to A-1 level on

CEFR. This purpose in line with the finding of the research conducted by Ozdemir-

Caatay.S (2012 ) revealed that an improvement in the students oral skills has been noted to

be fostered through the use of the Portfolio Assessment.

2. Increase students learning motivation and confidence, as the previous research indicated

(Murat & Sibel, 2010, Huang, Jizhen. 2012) completing and demonstrating a portfolio task

make students feel accomplishment and confident. Keeping a portfolio also provide a chance

for the student to get more feedback from their classmates, all these encouraging and
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appropriate feedback from the teachers and students seemed to be very effective to promote

students learning motivation.

I.3 Language skill to be improve through portfolio assessment

Comparing to other language skill, speaking is the most difficult for teachers to

measure, especially when using traditional assessment. A major problem with oral skills is that

English as a Foreign Language (EFL) teaching often lacks a real, authentic environment to

support speaking opportunities in the target language (Chang et al., 2005). The potential

problems mentioned are in line with the problems that commonly faced by both students and

teacher in this course especially anxiety that often become the major problem when students try

to speak English. Thus, this Portfolio Assessment that concern on speaking skill is expected to be

able to overcome those problems.

1.4. Learning objectives

The learning objective in this course are:

1. Can understand and use familiar everyday expressions and very basic phrases.
2. Can introduce him/herself and others and can ask and answer questions about personal

details such as where he/she lives, people he/she knows and things he/she has.
3. Can interact in a simple way provided the other person talks slowly and clearly and is

prepared to help

1.5. Learning Indicator

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With regard to speaking skill, the speaking skills are devided into 2 parts which are

spoken interaction and spoke production.

a. In spoken interaction (speaking to someone), students are able to interact in a simple way

provided the other person is prepared to repeat or rephrase things at a slower rate of

speech and help me formulate what Im trying to say; able to ask and answer simple

questions in areas of immediate need or on very familiar topics.

b. In spoken production, the students are able to use simple phrases and sentences to

describe where they live and people they know.

II. THE PLAN

Planning is a crucial step in implementing assessment portfolios in the classroom. To be

implemented successfully, the portfolio assessment should be planned ahead.

2.1. Procedure of portfolio assessment

There are various approaches in designing the procedure of portfolio assessment. Coombe

and Barlow (2004) argued that there is no correct way to design the portfolios. (as cited in

Efthymiou.Georgia, 2012). The implementation of portfolio assessment in this course is referring

to the model of the portfolio assessment in Huang.Jizhen (2012).

The portfolio assessment in this course is implemented in seven steps:

1. The purpose of the Portfolio assessment.

It is introduced and discussed from the very beginning since the purpose should guide the

portfolio outline. The purpose of porfolio assessment has been mentioned in part 1.2 above.

2. Determining portfolio task

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The portfolio tasks included all the works that shows students ability to use English in

speaking skill area. The sample of the works included audio or videotapes of kinds of

dialogue or a discussion on a given topic or script of their dialogue.

3. Establishing Criteria for Assessment

The speaking assessment encompasses pronunciation, fluency, content, and accuracy. As for

some types of oral tasks such as presentation or role play, Assessment also encompasses

vividness and timing. The students and teacher discussed and agreed on the criteria for each

types of task during the portfolio keeping process together.

4. Determining Organization
The portfolio consisted of five parts:
Representative samples of students work during the semester in speaking, a written

explanation (cover sheet) for each sample describing it significance to their progress in

learning English
Learning journals and reflections (reflections on his or her learning and on the portfolio

in general)
All the attestations (including self-assessment, peer-assessment and teachers feedback)
Weekly time management sheet and monthly and semester personal goal setting and

checking, and a final summative assessment to describe his or her progress this

semester , string and weak areas, plan for improving weak areas, and a self-assessment

of working during the semester

All the guidelines to create portfolio, including basic requirement for the course, general

idea about the portfolio assessment, and criteria for the whole portfolio assessment, rubric

for the tasks. All entries in portfolio should be dated.

5. Preparing the students
In this course, there might be students that had any experience of creating portfolio. So,

guiding the students through the process of producing the portfolio is very important. At the
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beginning of the semester, students are introduced about portfolio assessment. Teacher

discusses portfolio as a learning and assessment tool in general. The five principles of the

portfolio and basic requirements in the course also presented. Corresponding hand-outs were

also given to the students.

To remove students worries toward portfolio assessment, guidelines for portfolios

compilation are provided at the start of the semester. During the whole process, teacher helps

the students by repeatedly remind them to use the guidelines and do the portfolio tasks,

model the students to conduct self-reflection and assessment.

6. Monitoring the portfolio assessment
To help students improve their efficiency of planning and time management, students were

required to set goals and assess their progress weekly and monthly. In the mid-semester, all

the students turned in their portfolio for the teachings inspection

7. Assessing portfolio
By the end of the semester, the students portfolios are submitted to the teacher. Teacher

browse through all the students portfolio, then have one-to-one conference with the student,

each student are given 15 minutes to tell about their portfolio, and answer question given by

the teacher, then suggest a grade for their portfolios and give the reason. In addition to the

grade, teacher also gives a more comprehensive descriptive assessment of the portfolio,

pointing out its strengths and weakness, and give suggestions for improvement. The

portfolios assessment discussion becomes a dialogue where the student is an active

participant, not an object being assessed.

2.2 Core Entries

To increase the reliability of the portfolio as an assessment tool, the evidence should be

multidimensional, that is, it should be drawn from various sources, such as teacher, peer, and

student. The core entries in this portfolio assessment are categorizes into two types:
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a. Artifact: student products, self-assessments, student goals/reflection. The artifacts will be

chosen and organized to demonstrate progress toward portfolio goals. Student products

document what the student has learned. Student self-assessments and goals demonstrate

how the student is learning and how progress is being made. The students product of this

speaking portfolio assessment are in a form of recording/video tape when student have an

oral presentation/role play.

b. Attestations: peer assessment form , and teacher contributions note. This multiple

perspectives on students learning strenghthens the reliability of the portfolio

In addition to samples of student work and reflection upon that work, a portfolio might also

include a table of contents or a cover letter which composed by the students.

** Dates on all entries should be date, to facilitate proof of growth over time.

2.3 Optional entries

Optional entries are items that choice by the students. The optional items will allow the

folder to represent the uniqueness of each student. The supplement entry of this portfolio

assessment could be the recording of his/her dialog when practicing introducing one self and

other and also the script of his/her oral presentation.

2.4 Teacher facilitate to students in preparing for each required entry

In completing the core entries, teacher will require entry that integrated in the learning

activities. Before doing the activities, the teacher will remind the student that the artifact from
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this learning activities should be put on the portfolio. All the core entry that required in the

portfolio will be inform to the students in the first of the course.

Sample of list of entries guideline :

Goal Classroom Portfolio

(Benchmark) Activity Evidence (entries)
Introducing oneself and other Interview in pairs to fill in ID card recording of role-play (also ID card)
for partner. interviewing sheets
Teacher observation form
Describing someone physical Oral presentation on describing recording of role-play (also ID card)
appearance someone physical appearance based interviewing sheets
on picture provide Teacher observation form
Describing things in the house Descrbing things on the pictures Audio/video.
provided Pictures

2.5 Core Entry Criteria

Each portfolio entry needs to be assessed with reference to its specific goal(s). There will

be variety of grading checklist for the required entry in this portfolio assessment, such as rating

scales and checklists.

The example of rating scale of self-evaluation for introducing one self activities:

Introducing Fair Good Score

Poor
Oneself 2 pts 3 pts (N/A)
1 pts

Self-evaluation of 1. I determined if the 1. I determined if the 1. I determined if the

behaviour time was time was time was
appropriate. appropriate. appropriate.
2. I looked at the 2. I looked at the 2. I looked at the
person directly. person directly. person directly.
3. I greeted the 3. I greeted the 3. I greeted the
person. person. person.
4. I asked 4. I asked 4. I asked
permission to permission to permission to
introduce myself. introduce myself. introduce myself.
5. I stated the reason 5. I stated the reason 5. I stated the reason
for the introduction. for the introduction. for the introduction.
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6. I shook the 6. I shook the 6. I shook the

person's hand. person's hand. person's hand.
7. I said, "It is nice 7. I said, "It is nice 7. I said, "It is nice
to meet you." to meet you." to meet you."
Total score

Sample of check list on practicing introducing oneself and othe

ACTIVITY YES N
O
We practiced before we put it on tape.
We spoke clearly and did not read out our answers.
We used the expressions we learned in class.
We listened to each other and took turns.
not so good excellent
We give ourselves a mark of: 1 -2 3-4 56 78 9 - 10

2.6. Portfolio assessment Rubric.

The rubric of whole portfolio is provided for the teacher. The rubric is as follow:

Portfolio Assessment Rubric.

Directions: Rate each category on a scale of 3 (excellent) to 1 (unsatisfactory). Multiply your

rating by the weight of that category to achieve the final score. Use the back of this page for

additional comments. 78 pts possible; 63 pts needed for your portfolio to pass.

Excellent (3) Satisfacto unsatisfactory Rating weight Score

ry (2) (1)
Table of Table of Contents is Table of No Table of 4
Contents complete and agrees with Contents Contents
the locations of all is present Papers have
work/artifacts One or a confusing
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two items arrangement

are out of
order.
Overview Section includes: This This section 5
Section - Resume section includes one
- Introducing oneself only is or
and other missing fewer artifacts
- Describing several and/or
physical artifacts included
appearance listed to artifacts are
- Describing like and
the very poorly
dislike
left presented
- Describing things
Artifacts
in the house
- Transcript/Report are in
Card good
- Goals Short and form
Long
Term

artifacts Each section contains two One or More than two 4

artifacts and reflections two artifacts or
artifacts reflections are
or missing
reflection
s
are
missing

Artifact All artifacts are well-chosen A There is little 4

Selection Student incorporates majority or no effort in
and feedback of the
Placement artifacts selection of
are artifacts
suitable
for
portfolio
presentati
on

Artifact All reflections are included One Two or more 5

Reflections Reflections are well- reflection reflections are
written is missing missing
and presented in final draft or does or do not
form not support the
support chosen skill
the
chosen
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skill

Appearanc Outstanding in appearance Contents Portfolio is 4

e Suitable for presentation are clean not suitable
and Cover is attractive and and neatly for
Organizati appropriate for the purpose arranged presentation
on Personal identification is Artifacts are
clear/neat. Portfolio poorly
is in displayed
overall No
good identification
condition on the cover.
Cover
identificat
ion is
appropriat
e to
portfolio
purpose

2.7 Self-assessment/peer-assessment:

Both self-assessment and peer-assessment are used in this portfolio assessment. Self

assessment created a noncompetitive environment in the classroom and that led to a beneficial

washforward effect of portfolio assessment. Moreover, the utility of the portfolio was high both

for advanced and weaker pupils, because they could all participate. This assessment including

the self-reflection. Students can become better language learners when they engage in deliberate

thought about what they are learning and how they are learning it. In reflection, students step

back from the learning process to think about their language learning strategies and their

progress as language learners. Such self-assessment encourages students to become independent

learners and can increase their motivation (McMullan, 2006)

Peer assessment is believed to enable learners to develop abilities and skills denied to

them in a learning environment in which the teacher alone assesses their work. In other words, it

provides learners with the opportunity to take responsibility for analyzing, monitoring and
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evaluating aspects of both the learning process and product of their peers. Peer assessment can

act as a socializing force and enhances relevant skills and interpersonal relationships between

learner group

2.8 Feedback during the implementation of this portfolio assessment plan.

After all the efforts that the students have invested in their portfolios, it is recommended

that the teacher provides feedback on the portfolios that is more than just a grade. The feedback

will be given on most on the entries. Beside that as a part of feedback, teacher writes a letter

about the portfolio, which details strengths and weaknesses and generates a profile of a students

ability, which is then added to the portfolio. In addition teacher also prepares certificates which

comment on the portfolio strengths and suggest future goals.

2.9 Strategy to promote the students reflection

Reflection does not come naturally to people who have had little practice in it, and require

learner training. To encourage them the teacher has the students to ask themselves questions such

as: What did I learn from that activity? Which is my best piece? How can I improve this? This

can be done by class brainstorming (what are some possible reasons for including an item in your

portfolio?) or in pairs - portfolio partners - who help each other select samples of their work

(written comments on their work from a peer can also be included in the portfolio). Teachers

should start with more structured forms of reflection and slowly proceed to more open reflective

comments. Besides that, since the students of this level is A1 level who mostly find it difficult to

express themselves in English, the reflection is allowed to be written in the mother tongue

2.10 Strategies for promoting Students commitment

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The strategies used are:

1. By inform the students how much weight the portfolio will have in their final grade and

what it is going to replace (one or more of their tests, quizzes and/or projects). Other

demands should be reduced accordingly.

2. By reviewing and showing off the dossier. Little, David, Perclov, Radka.

(2001) suggest that on a regular basis (once a month, twice a term, etc.,

depending on the teacher situation) devote a whole lesson to the dossier. Get

students to prepare for the lesson by reviewing and if necessary rearranging

the material in their dossier. During the lesson, have the students to work in

pairs, presenting their dossier to one another and explaining which items are

most valuable to them and why. If time permits, pairs can form groups and

each group can prepare an overview of its dossiers for presentation to the

rest of the class.

III. LOOKING FORWARD

3.1 Possible Challenges and Possible Solution

Considering to my teaching context, that might be some possible challenges occur,

such as:

Possible challenge Possible solution

Some students will forget or lose their - store the students portfolio folder in

portfolio class and only allow them home

occasionally throughout the year

- Using technology, the students portfolio

can be store in the website/blog etc

not all students get so involved and by the end - make a portfolio session frequently to

of the course there can be quite a difference in help individuals who have been absent
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the contents of portfolio. or fallen behind in their work so that

each portfolio is reflective of the level

of its owner
ask the students to have personalised

their portfolio by including photos,

decorating the front cover and preparing

an individual passport page. In this way

the notion of ownership has been a

motivating force.

3.2 Messages to oneself and other

Implementing the portfolio assessment is not a piece of cake. Some constrains such as

physical and time can be so daunting. There are so so many factors to consider, develop and

manage over a long period of time. Only one message that I can say to myself and other teacher:

start small!

Even though there could be a few students who might totally reject the use of portfolio

assessment, but the overall results indicate that this kind of alternative assessment has been

accepted and appreciated by students, instructors and administrators for its overwhelming

advantages. Regarding to the usefulness toward speaking skill, the results have showed that the

majority of the stakeholders believe in the usefulness of portfolio especially in terms of self-

reflection, peer-feedback and improvement of speaking skills. (aatay.O.S, 2012)

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References

A Teachers Guide to the Common European Framework. Pearson. Longman

Efthymiou. Georgia. (2012)P o r t fo l i o s s es s me n t of Speaking Skills in English as a
Foreign Language in Primary Education. Research Papers in Language Teaching and
Learning.3 (1). 200224

Huang. Jizhen. (2012). The Implementation of Portfolio Assessment in Integrated English

Course. English Language and Literature Studies. 2(4).
Joanne C. Pettis. Portfolio-Based Language Assessment (PBLA). Guide for Teachers and
Programs. Centre
Kemp, J., & Toperoff, D. (1998). Guideliness for portfolio assessment in teaching English.
Retrieved December 23, 2016, from cms.education.gov.il/NR/rdonlyres/.../paguidelines.doc
Little, D & Perclov, R. (2001). European Language Portfolio: guide for teachers and teacher
trainers. Strasbourg: Council of Europe.

zdemir-aatay.S. (2012). Speaking Portfolios as an Alternative Way of Assessment in an EFL

Context.

Portfolio Assessment in the Foreign Language Classroom. (2016, December 25). Retrieved from
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Sharon S. Moya,S.S & O'Malley,J.M. &. (1994). A Portfolio Assessment Model for ESL. The
Journal of Educational Issues of Language Minority Students. (13). 13-36.
Tolga.E & Yurdabakan.I. (2009). The Effects of Portfolio Assessment on Reading, Listening and
Writing Skills of Secondary School Prep Class Students