Primary Literacy Programme – Reading (KS1) PLP-R (KS1)
Assessment Package 2:
USING PORTFOLIOS TO ASSESS READING USING PORTFOLIOS TO ASSESS READING USING PORTFOLIOS TO ASSESS READING USING PORTFOLIOS TO ASSESS READING;;;;
and and and
and MAKING AN ASSESSMENT PLAN MAKING AN ASSESSMENT PLAN MAKING AN ASSESSMENT PLAN MAKING AN ASSESSMENT PLAN
2006-07
© NET SECTION, EMB, HKSARG Assessment Package 2 - Using Portfolios to Assess Reading; Making an Assessment Plan
Native-speaking English Teacher Section Curriculum Development Institute
Education and Manpower Bureau (EMB)
Hong Kong Special Administrative Region (HKSAR)
Published edition © EMB, HKSAR Publishing 2007 First Edition
Duplication of pages of the publication is restricted to non-profit making
educational purposes only and proper acknowledgements should be made. Otherwise, no part of this publication may be produced, stored in a retrieval system or
transmitted in any form or by any means without the prior permission of the Hong Kong Special Administrative Region.
ISBN -
PLP-R (KS1) Table of Contents and Instructions for Using This Package
Primary Literacy Programme – Reading (KS1) PLP-R (KS1)
ASSESSMENT PACKAGE 2:
USING PORTFOLIOS TO ASSESS READING
(AND MAKING AN ASSESSMENT PLAN)
Table o f Contents
Acknowledgements
Instructions for using this package Introduction to this package
A. Por tfolios
Introduction to Portfolios
1. Establishing and maintaining Portfolios (professional development activity) 2. Involving students in Portfolios 3. Using Portfolios to inform parents 4. Using Portfolio information
5. Responses about Portfolios: student, parents and teachers
B. Making an Assessment Plan
1. Assessment plans in successful reading rooms (professional development activity)
2. Assessment plans from PLP-R schools
C. Links
1. Links to CDI initiatives 2. References
PLP-R (KS1) Table of Contents and Instructions for Using This Package
© NET SECTION, EMB, HKSARG Assessment Package 2 - Using Portfolios to Assess Reading; Making an Assessment Plan
Acknowledgements
Photographic, sample and case study contributions:
The NET Section would like to thank the following schools for their contribution to this package:
★ Bishop Walsh Primary School (AM)
★ Buddhist Wing Yan School (AM, PM)
★ Canossa Primary School Wong Tai Sin
★ CCC Heep Wo Primary School
★ Christian Alliance H C Chan Primary Schools (AM and PM)
★ Faith Lutheran Primary School
★ Kowloon Bay St John The Baptist Catholic Primary School
★ Lee Chi Tat Memorial Primary School
★ Lok Sin Tong Lau Tak Primary School
★ PLK Riverain Primary School
★ St Andrews Catholic Primary School
★ Shanghai Alumni Primary School
★ SKH Holy Spirit Primary School
★ SKH Tsing Yi Chu Yan Primary School
★ Tin Shui Wai Methodist Primary School
★ Tsang Mui Millennium Primary School
★ Tsing Yi Estate Ho Chak Wan Primary School
This package celebrates those innovative, open-minded, risk-taking and self-
reviewing teachers of PLP-R, some of whose work is recognised in the pages within.
We commend you all.
Development team:
This package was developed by Michele Davis and
Joan Mackin, with satirical illustrations by Dave Bartlett, Advisory Teaching Team, NET Scheme, CDI, EMB,
HKSAR, 2006-2007.
PLP-R (KS1) Table of Contents and Instructions for Using This Package
Instructions f or Using This Package
This package contains many pages with photographs. They are best reproduced directly from a printer rather than being photocopied from a print-out.
Advisory Teachers, LETs and NETs may use this package in any way that suits the needs of the teachers with whom they are working, for example:
★ a whole workshop can be developed using this package
★ individual pages may be used in a meeting or casual conversation to support a main idea
★ the pages may be used to support activities in a workshop
★ some pages are designed as planning templates for meetings
★ pages may be used to design peer-coaching or trial lessons
★ pages may be used to stimulate conversation and thinking
★ the package may be reproduced as a book for the non-profit purpose of teaching reading in EMB HKSAR-sponsored schools.
PLP-R (KS1) Table of Contents and Instructions for Using This Package
© NET SECTION, EMB, HKSARG Assessment Package 2 - Using Portfolios to Assess Reading; Making an Assessment Plan
PLP-R (KS1) Introduction to this Package
INTRODUCTION TO THIS PACKAGE
The PLP-R (KS1) emphasises the important role of formative assessment in the teaching of reading. When we collect information about students’
learning progress, we can see how students are progressing, then plan future teaching strategies and learning activities based on this information.
In the Hong Kong English Language Curriculum Guide (2004) this is called
“Assessment for Learning”.
The following diagram from the PLP-R (KS1) Teacher Manual (2006-07) describes how teachers collect, organise, analyse and act on assessment information about their students.
Assessment Package 1:
Observing and identifying students’ needs (with a focus on in-class strategies)
Provides ideas for teachers on how to collect and record assessment information, and give feedback, about students’ learning in reading (see diagram boxes 1-5 above).
Emphasis is on classroom management, teacher language and teaching strategies.
Assessment Package 2:
Using portfolios to assess reading;
Making an assessment plan Assessment Package 3:
Using profiles to assess reading;
Assessment for Guided Reading;
Reporting
Focuses on what to do with assessment data that has been gathered and recorded in Student Portfolios and Profiles (see diagram boxes 5, 6 and 1 above).
Describes practical and successful Portfolio and Profile strategies used by Hong Kong teachers in PLP-R schools.
Formative Assessment Cycle
2. Observe (watch and listen)
5. Record assessment information
1. Teach
3. Question (seek, probe, prompt)
4. Formative feedback 6. Analyse and use
assessment information
This package
PLP-R (KS1) Introduction to this Package
Notes:
PLP-R (KS1) A. PORTFOLIOS – Introduction to Portfolios
A. PORTFOLIOS
INTRODUCTION TO PORTFOLIOS
What is a Portfolio?
A Portfolio is a purposeful collection of a learner’s work that demonstrates progress in a given area over time. The collection is kept in a folder, book, box or other mode. Students are involved in the collection and organisation of their Portfolios, and can use their Portfolio to describe their learning and progress to parents.
The Purpose of a Portfolio?
Portfolios provide an ideal tool to manage formative assessment. The collection should demonstrate progress in the development of knowledge, skills, values and/or attitudes in a given area, e.g. reading, over time. They are also useful for student self-assessment and parent reporting.
How to Develop a Portfolio
Student Portfolios involve much planning and organisation, so ensure you start with realistic goals that allow you to succeed. Then take your goals further. The following four stages can assist you to set some realistic goals (adapted from Hewitt, G. (1995). A Portfolio Primer, NH: Heinemann. P.68):
For more information about Portfolios and the PLP-R, refer to PLP-R (KS1) Teacher Manual – Section 3: Assessment.
1. A Beginning Portfolio
Simply a container of student work or assessment
No statement by the learner about their learning
The learner’s understanding of the task is minimal
The Portfolio is about collecting
‘what the teacher asks for’
Self-reflective statements add little to clarify or explain learning.
2. A Developing Portfolio
Has a sense of intention regarding the learner’s selection
Learner may not be able to verbalise how or why they have made the selection
A reviewer can see the relationships between selections
Self-reflection may add some information
Not quite a story or portrait of the learner.
3. An On-track Portfolio
Tells a story of the learner
There are clear relationships between the parts of the Portfolio
There is evidence of student ownership
The learner has a personal investment in selecting and explaining the content
It is possible to distinguish between other stakeholders’
goals and student goals and where they overlap.
4. An Outstanding Portfolio
Is a coherent story of the student as a reflective learner
All parts of the Portfolio show clear relationships to each other and to a central purpose
There is awareness of other stakeholders’
perspectives and student self-assessment reflects this
An outsider can get the feeling that they really know the learner and have an understanding of how the learning came about.
PLP-R (KS1) A. PORTFOLIOS – Introduction to Portfolios
Links to the English Curriculum Guide?
Portfolios as a tool for assessment are described in current and emerging Hong Kong curriculum materials. The English Language Curriculum Guide (Primary 1–6) (2004) states:
“
A Portfolio is a purposeful collection of a learner’s work that demonstrates progress in the development of knowledge, skills, values and attitudes in a given area. Portfolios provide useful information and invaluable evidence for teachers to keep track of what learners know and can do in the area being assessed in order to carry out assessment for learning. Samples of the leaner’s oral and written work such as recordings of oral presentations and writing tasks can be included in a Portfolio. A good portfolio is characterized by clear learning intentions, learner’s involvement in choosing what goes into the portfolio and the use of success criteria to define quality performance. It provides a basis for communication between learners, teachers and parents, and self- reflection through which learner’s share what they think and feel about themselves and their work.” (p. 198)Notes:
PLP-R (KS1) A. PORTFOLIOS – 1. Establishing and Maintaining Portfolios
A. PORTFOLIOS
1. ESTABLISHING AND MAINTAINING PORTFOLIOS
(a) Recommended Contents for a Reading Portfolio
• introduction page for parents/caregivers
• student work samples
• copy of texts that student has read
(b) Possible Reading Portfolio Contents
• reading observations and anecdotes
• letter/sound relationship sheet
• High Frequency Word list
• worksheets
• self-assessment samples
• peer-assessment samples
• key (content) word list
• student reading book list
• home reading book records
• scripts successfully read during Running Records assessment
• observation checklist/s
• student self-authored books
• individual reading profile
• audio recording of reading aloud by student
• other assessment samples, e.g. photographs
Types of Portfolio (above and below):
★ Spiral book
★ Single sleeve folder
★ Multiple sleeve folder
★ Zip Lock bag (overpage)
(c) Choosing a Type of Portfolio that Can b e Managed in Your
School Context
•
•
•
• A4 sleeve folder
•
•
•
• A4 plastic envelope
PLP-R (KS1) A. PORTFOLIOS – 1. Establishing and Maintaining Portfolios
(d) Making and Managing Reading Portfolios
★ Planning and reviewing Portfolios with students.
★ Contents of portfolios
★ Consistently manage Portfolios so that the task does not become too big.
See “PLP-R Assessment Package 1 – How to Collect and Record Assessment Information”, Section 5 for samples of
above checklists and Student Record Sheets.
PLP-R (KS1) A. PORTFOLIOS – 1. Establishing and Maintaining Portfolios
(e) Managing a Portfolio Approach
The purpose of your Portfolio approach will determine how you store the Portfolios.
Ideally, Portfolios in the PLP-R should be stored in the Reading Room where students and teachers can access them. Store Portfolios in an accessible way:
• for students to store the day’s worksheets and other assessment information
• for the teachers or classroom assistant to open and continue assessment (e.g.
letter sounds list)
• for students to review their progress
Students might use their Portfolios for other General English work samples. Ideally, at some times in the school year, students should take their Portfolios home to share their progress with their parents.
Storing many Portfolios for each class can be done cheaply as shown in the following photographs:
★ Tip: Ask P5 and P6
students to help set up or organise the system.
“They love to help”.
PLP-R (KS1) A. PORTFOLIOS – 1. Establishing and Maintaining Portfolios
(f) Planning a Portfolio Approach
When developing a Reading Portfolio, the following need to be considered:
1. What is your purpose?
2. What will you collect?
3. How will you collect the information / pieces of work?
4. How will you annotate the work? e.g. date, Reading Skills code on the worksheet, notes?
5. Will you tell students that a piece is being collected and why (clear learning intention)?
When:
Who:
How:
When:
Who:
How:
PLP-R (KS1) A. PORTFOLIOS – 2. Involving Students in Portfolios
A. PORTFOLIOS
2. INVOLVING STUDENTS IN PORTFOLIOS
(a) Students Create and Manage Portfolios
★ Involve students in creating their Portfolio.
.
(b) Students Organise and Review their Work
Encourage students to:
★ date work that is entered in the Portfolio
★ monitor their lists, e.g. letters, words
★ compare their own progress on dated work, e.g. “Since May, I have learned most letter sounds”
★ note what their strengths and weaknesses are
★ make goals e.g. “I will learn these words next”; “If I read three more books then I can start reading Level 4 books”
★ complete self-assessment sheets (see samples ahead in (f)
★ discuss their progress with a teacher, classroom assistant or parent
★ prepare how and what they will share with their parents/caregivers.
PLP-R (KS1) A. PORTFOLIOS – 2. Involving Students in Portfolios
(c) Integrate! Use Portfolios for General English Assessment
In the students’ Portfolios, teachers can include information or evidence (e.g.
worksheets, stories, checklists, awards) about students’ reading in other English learning experiences, e.g.
(d) Students assess peers
Students can assist each other with their learning, for example:
More able students can assess peers for high frequency words, reading accuracy and letter names.
At Faith Lutheran Primary School, (pictured right), worksheets were designed with a space for
students to do a self- assessment. Space was also provided for a peer
assessment: once work was organised in their Portfolios, students looked at and questioned each other’s Portfolios, giving stars for effective work.
A sample of a peer-
assessment sheet can be seen in this section - (f) Student Record Sheets for Self-and Peer-Assessment.
★ further word lists and letter names and sounds
★ Extensive Reading Scheme
★ English Day Camp
★ competitions
★ story writing
★ library reading programme
★ poetry, drama and speaking
PLP-R (KS1) A. PORTFOLIOS – 2. Involving Students in Portfolios
(e) Students Self-assess / Self-reflect
Students should be a part of their Portfolio development.
Over time, students can be encouraged to look at their progress to observe and reflect on their learning (self- assessment).
1. Students can keep Student Record Sheets in their Portfolios e.g.
★ Reading skills, e.g. “I know these letter names / letter sounds / high frequency words…”
★ Reading strategies, e.g. “I can guess a word by looking at the picture, the first letter”
★ Reading habits, e.g. ”I borrowed this many English books from the library”
★ Reading attitudes, e.g. “I like reading, I like to read to others”
See overpage for examples.
2. Help students to see their progress through effective questions, e.g.
?
How many books did you read in Term 1?What do you think of this progress?
?
Where did you get most of your reading books??
What book level book did you start on? What level are you now on??
Why do you think your reading has improved??
How does the dictionary help you learn new words??
What Reading Strategies do you use?Do they work for you?
?
What is hard for you when you read?What can you do when reading is hard?
?
How many words do you know on the list? What words will you learn next??
Do you like reading English books more now? Why / why not??
What are your favourite types of books? Why??
What were you proud to show your parents?(The focus here is on thinking about English learning, so the questions might be in Chinese or in other English lessons.)
PLP-R (KS1) A. PORTFOLIOS – 2. Involving Students in Portfolios
(f) Student Record Sheets for Self- and Peer-assessment
Student Record Sheets can assist students to:
• reflect on their progress (self- assessment)
• set new goals for learning Peers can be an important part of self-assessment and reflection.
For further self-assessment ideas, see
“PLP-R (KS1) Assessment Package 1 – How to Collect and Record Assessment Information for Reading” -
Section 3: Student Self-Assessment Section 5: Assessment Tools – Student Record Sheets
PLP-R (KS1) A. PORTFOLIOS – 3. Using Portfolios to Inform Parents
A. PORTFOLIOS
3. USING PORTFOLIOS TO INFORM PARENTS
(a) Why involve parents?
Portfolios become a meaningful learning and assessment tool when they involve students and parents.
Ideally, students should take their Portfolio home to show their parents and / or caregivers. A parent-student conference about the Portfolio enables a child to proudly share learning progress, explaining what he or she has learned, how they learned it and what they plan to learn next
(learning goals). The student can share
what he/she enjoys or does not enjoy and celebrate progress and effort.
In this way, the parent becomes aware of the ‘process’ of learning to read and the components of a reading programme (e.g. High Frequency Words, reading skills, reading strategies, book levels). Also, students become self-assessors, able to:
• reflect on their learning (e.g. progress, learning style, motivation, strengths and weaknesses)
• explain their learning to others
• plan future learning (e.g. what they will learn next, how they can change ineffective habits, who can help them)
When students share their work with their parents and/or caregivers, it is a form of reporting. Parent-student Portfolio conferences have benefits that can complement other formal (and possibly intimidating) forms of
reporting, such as:
• The student is not being compared to others.
Rather what is being compared is one student’s progress and effort over time.
• Parents/caregivers can participate in student’s learning rather than take a supervisor or passive role.
The parent/caregiver and a student can develop a genuine
partnership for learning
Not as good as Mimi’s
work!
But I’ve learned so much this last term!
PLP-R (KS1) A. PORTFOLIOS – 3. Using Portfolios to Inform Parents
(b) How are Portfolios shown to parents?
The following examples describe how a number of Hong Kong schools organised for students to share their Portfolios with their parents/caregivers.
The Portfolio is presented with other Portfolios during parents’ conferencing on Parents’ Day.
Doris (Literacy Coordinator):
Patti (Literacy Coordinator):
We did it [sent Portfolios home with students] at the end of term. We gave parents a letter to inform them about that.
They sent us back the Portfolio within the week. One of the parents wants to keep the work at home as she thinks that her child likes reading lessons very much. Moreover, the work is quite different from ordinary homework. She is interested in our teaching.
The parents are advised not to compare the folder of their child with their classmates.
Gary (NET): When we started Portfolios, we experimented to see what system worked best. We wanted to show parents a ‘paper trail’ of progress of their children’s work throughout the year. At first, we kept everything – activity sheets, worksheets, etc. But we found it was way too much. So at the end of each term, the local teacher, CA and I culled the Portfolio so that the children were taking home samples that showed development, e.g. old and new work samples where improvement and best work could be seen. We ensured that some samples were thoroughly marked and had teacher comments.
Terry: We include the scripts of books students have read successfully in Guided
Reading.
Anonymous: Set realistic goals. Do things step by step at
the right pace. It takes time to get these things in place.
PLP-R (KS1) A. PORTFOLIOS – 3. Using Portfolios to Inform Parents
I found that managing well over 300 portfolios is much more difficult than the 25-30 that you would have as a classroom teacher in a Western school. This year, we made booklets in advance. They contain worksheets with teacher comments, word lists, poems and reading assessments. These will be sent home with other crafts/posters done by the students.
I found these benefits:
• Students get more immediate feedback and can track their own progress more easily.
• Students are motivated to complete all the written and oral tasks so that they can get their booklets filled with stamps, stars and positive comments.
• I am much more aware of the difficulties or progress of the individual students because the booklets are so convenient. The information seems more accessible.
• Because the booklets have word lists, pictures and poems, they can be used as study tools.
Elsa and Shekie (Local teachers) and Sue (NET):
At Parent-Teacher Interview Day, we displayed the Portfolios for students to show their parents before and after the interview times. This was a highlight because parents could see the value of the PLP-R. The Portfolio could tell them much more than a mark can tell.
We selected a few samples only for the Portfolios for parents, that showed where students were at the start of the unit (e.g.
letter sounds record sheet) and at the end of the unit (e.g. letter sounds, High Frequency Words). We included work and activity sheets.
In time, we plan to add Reading Skills at the bottom of the worksheet to make sure the parents know the purpose of the activity.
On each worksheet sample, we also indicate whether the student completed the work on time.
We also included a copy of the PLP-R Term Report I wrote for each child (see Section C of this package).
Include information or evidence from other English learning
experiences, e.g. General English lessons with a reading focus, ECA, English Day Camp.
Dawn (NET):
PLP-R (KS1) A. PORTFOLIOS – 3. Using Portfolios to Inform Parents
(c) Sample Letters to Parents/Caregivers about Portfolios
The following letters to parents/caregivers were developed by Hong Kong schools:
1. Canossa Primary School Wong Tai Sin (2006) 2. Lee Chi Tat Memorial Primary School
3. Lok Sin Tong Lau Tak Primary School
4. Letter in Chinese and English developed by the Advisory Teaching Team, NET Section (2004)
When writing letters relating to PLP-R, use the English and Chinese terms as established by Curriculum Development Institute, EMB:
PLP-R (Primary Literacy Programme – Reading) –
小學英語識字計劃 - 閱讀 (第一階段)
PLP-R lessons –
英語閱讀課
Portfolios –
學習歷程檔案
! ! ! ! PLEASE
PLP-R (KS1) A. PORTFOLIOS – 3. Using Portfolios to Inform Parents
嘉諾撒小學 校務 0435 初小英語讀寫計劃—閱讀 (Primary Literacy Programme-Reading) 敬啟者：
初小英語讀寫計劃 (Primary Literacy Programme) 乃教統局英語教師組本年度在全港
一百間小學推行之英語教學計劃，本校參予是項計劃已有一個學期
，
各項運作均依照教統局之指引順利進行。
學生在每週兩節之英語閱讀課內 ，參予了下列各項活動，包括：
1. 共同閱讀大故事書；
2. 利用 phonic fan 或 phonic stick 學習語音；
3. 利用 Sound Box 複習語音知識；
Canossa Primary School Wong Tai Sin (2006)
PLP-R (KS1) A. PORTFOLIOS – 3. Using Portfolios to Inform Parents
4. 進行分組活動；
5. 及獨立閱讀圖書等。
是項教學計劃其中一重要部份為家庭閱讀計劃 (Home Reading Programme) ， 貴子弟
每週均會携帶一本英文故事書及家庭閱讀計劃手冊(存放在一文件袋回家，務請家長抽空與 貴子弟共同閱讀英文圖書或聆聽 貴子弟朗讀英文圖書，並在閱讀手冊內適當位置簽署。
老師把各學生之工作紙儲存在一本學習紀錄冊(Portfolio)內，現藉派發上學期期考成 績表之際一併派發給家長參考，以便家長了解及分享 貴子弟在英語讀寫課之學習成果。
請於二月二十八日將 貴子弟之學習紀錄冊交回英文科老師保存，多謝合作。
此致
一
、
二年級家長校長 謹啓 二零零五年二月二十四曰
--- 本人為學生:______________ 班別:_____( ) 之家長，知悉上通告內容， 並會盡力協助回條 敝子女進行家庭閱讀活動。
二零零五年二月_____日
家長簽署：____________________
PLP-R (KS1) A. PORTFOLIOS – 3. Using Portfolios to Inform Parents
零四年度第二四二號通告 親愛的家長 / 監護人 :
為秉承本校一貫重視閱讀的宗旨，本校在本年度正推行一項英語閱讀計劃，
幫助小一、小二學生掌握有效的閱讀方法及竅門；並透過鼓勵他們多閱讀，讓他 們從中獲得知識和樂趣。
由於我們需要掌握學生的閱讀進程來設計教學，我們將會選用有系統而有效 的進展性評估方法來代替單一的傳統考試。
我們將採用「學習歷程檔案」(Pupil’s Work Folder) 的形式有系統地記錄 貴 子弟在英語閱讀方面的進展和成果 。教師將持續地放入 貴子弟的閱讀作品 和 資料，讓家長能清楚了解 貴子弟的學習情況和強項。
英文科老師將會詳細向學生解釋如何使用「學習歷程檔案」來瞭解他們自己 的進度，請家長關心 貴子弟的學習進展。當你閱讀此「學習歷程檔案」時，請 將焦點放在學生的閱讀進度上，例如他們在閱讀的不同範疇內有哪些地方擁有不 錯的掌握和見解等；或詢問他們是否需要你的幫助。
長遠來說，我們希望此項計劃可以改善學生的閱讀能力及擴濶他們的閱讀領 域。久而久之，他們可以養成良好的閱讀習慣和興趣，並享受閱讀的樂趣及成 果。由於各孩子的進度並不相同，請勿將 貴子弟的「學習歷程檔案」與 其他 同學比較。
最後，請填妥回條，並於六月廿八日前交回 貴子弟的英文科老師。
謹此祝願你和 貴子弟能一同領略學習的樂趣和成果。
樂 善 堂 劉 德 學 校 校 長：
二００五年六月廿四日
………
回 條 敬覆者：本人了解有關此項閱讀計劃。
此覆
樂善堂劉德學校
（ 班）學生（ ） 家長簽署：
二００五年六月 日
Lok Sin Tong Lau Tak Primary School (2006)
PLP-R (KS1) A. PORTFOLIOS – 3. Using Portfolios to Inform Parents Lee Chi Tat Memorial Primary School
(2006)
PLP-R (KS1) A. PORTFOLIOS – 3. Using Portfolios to Inform Parents
英文科 英文科 英文科
英文科「「「「學習歷程檔案學習歷程檔案學習歷程檔案學習歷程檔案」」」」的使用的使用的使用的使用 親愛的家長/監護人︰
為秉承本校一貫重視閱讀的宗旨，本校現正推行一項小學英語識字計劃 -- 閱讀 (第一 階段)，幫助小一、小二學生掌握有效的閱讀方法及竅門；並透過鼓勵他們多閱讀，讓他們從中 獲得知識和樂趣。
由於我們需要掌握學生的閱讀進程來設計教學，我們將會選用有系統而有效的進展性評 估方法來代替單一的傳統考試。
我們將採用「學習歷程檔案」的形式來有系統地記錄 貴子弟在英語閱讀方面的進展和 成果。教師將持續地放入 貴子弟的閱讀作品和資料，讓家長能清楚了解 貴子弟的學習情況和 強項。
英文科老師將會詳細向學生解釋如何使用「學習歷程檔案」來瞭解他們自己的進度，請 家長關心 貴子弟的學習進展。 當你閱讀此「學習 歷程檔案」時，請你將焦點放在 學生的閱讀 進度上，例如他們在閱讀的不同範疇內有哪些地方擁有不錯的掌握和見解等；或詢問他們是否需 要你的幫助。
長遠來說，我們希望此項計劃可以改善學生的閱讀能力及擴濶他們的閱讀領域。久而久 之，他們可以養成良好的閱讀習慣和興趣，並享受閱讀的樂趣及成果。由於各孩子的進度並不相 同，請勿將 貴子弟的「學習歷程檔案」與其他同學比較。
最後，請把附在「學習歷程檔案」內的家長意見書填妥，並於 前交回 貴子弟的 英文 科老師。
謹此祝願你和 貴子弟能一同領略學習的樂趣和成果。
xxx學校 x年 x 月 x 日
English version overpage Letter by Advisory Teaching Team, NET Section
Files for this letter in English and Chinese can be found on Assessment Package 2 (2007) CD
PLP-R (KS1) A. PORTFOLIOS – 3. Using Portfolios to Inform Parents
What is my Child’s Reading Portfolio all About?
Dear Parents / Guardians
The P1 English Language Education programme in our school has a strong focus on reading. We aim to ensure that all students are learning the basics of reading in a sound way.
Therefore, rather than doing tests alone, we will assess your child’s reading in a number of other ways.
This folder, called a portfolio, holds a growing collection of the assessment tasks that your child is doing all the time. You will see such things as:
lists of alphabet letters, sounds and words that your child can read
written or pictorial work related to reading
reading book lists and more.
The work displayed in the portfolio is a type of assessment. It is on-going, and teachers will continue to add work samples and information to it. Therefore, you will gain a more detailed understanding of your child’s progress and strengths.
Your child will be taught to use the portfolio to understand his or her learning progress.
Please ask your child to explain their portfolio to you. Ask questions that focus on their progress, for example, what are you strong at? Where do you need help? How can I help?
Remember, this is an ongoing portfolio of work. We want your child to gain reading skills over time, but young children learn at different rates and paces. So avoid comparing their portfolio to another child’s.
When the portfolio is sent home, please complete the Parent Feedback Form inside and return to the English teacher by ……….
We hope you enjoying learning with your child.
Regards
English teachers
Letter by Advisory Teaching Team, NET Section Files for this letter in English and Chinese can be found on Teacher Manual (2004) CD and Assessment Package 2 (2007) CD
PLP-R (KS1) A. PORTFOLIOS – 4. Using Portfolio Information – Assessment for Learning
A. PORTFOLIOS
4. USING PORTFOLIO INFORMATION – ASSESSMENT FOR LEARNING
Portfolios can serve a number of roles:
• reporting to parents (see Assessment Package 3)
• student self-assessment (see Section A2 of this package)
• an ideal tool for teachers to manage students’
work as evidence of learning
Teachers can use information in Portfolios for:
• formative assessment – Teacher assesses items before they are placed in the Portfolio by ticking answers, writing codes or making notes on the piece of work. The teacher can transfer his/her assessment of the work piece to the class checklist.
• summative assessment – The teacher can peruse the Portfolio contents at a later point in time to verify a
summative assessment, e.g. “At this point in time, this student can read Level 3 books /or knows 80% of the High
Frequency Words /or can use a desired syntactic structure (from a big book) in his own story writing”.
However, a formal approach to assessing items in the Portfolio can be overwhelming.
Ultimately, a Portfolio is an informal but important assessment tool that should speak for itself — a student, parent or teacher can look through the Portfolio, and may discuss it with the student, to gain a picture of progress in reading ability and attitude.
PLP-R (KS1) A. PORTFOLIOS – 4. Using Portfolio Information – Assessment for Learning
Case Study 1:
Establishing a Portfolio → End of Term Assessment Background
Teachers discussed ways to establish the use of Portfolios for PLP-R classes. It was decided that the school would provide the plastic folders with the school identification printed on the cover. Teachers would then decide the specifics of how to organise the folder as a Portfolio.
Establishing Phase
Teachers provide a cover sheet for each Unit of Work, each showing the name of the book students have been working on.
Students complete an average of four activity sheets per Unit of Work and these are included in the Portfolio.
Teachers observe students
completing the activity sheets and indicate, in the space provided on the sheet,
whether the students worked alone, with a partner, as a group or with help.
The NET and Classroom Assistant mark the activity sheets and also rate the students’ work by allocating a number of stamps e.g. no stamps – poor effort, 5 stamps outstanding effort. The Portfolios are stored in the Reading Room as a class set.
Assessment and R eporting S trategies
1. Teachers mark some pieces of work thoroughly and these items are returned to students who place them into their Portfolios.
2. At the end of the Unit of Work, students take their Portfolios home. Parents are asked to compliment their children on their work.
3. A letter to parents accompanies the Portfolio. The letter has been changed several times to make it easier for parents to complete and return. One of the changes was: instead of asking parents to make comments on their child’s progress, they now need to tick a box and return the reply slip to school. This will probably change again as the parents become more used to Portfolios.
PLP-R (KS1) A. PORTFOLIOS – 4. Using Portfolio Information – Assessment for Learning
Assessment Information that E merged
Teachers have found the Portfolios to be useful in providing a record of student progress in the PLP-R. Students are involved in self-assessment of their work and understand the process of collecting certain items to include in their Portfolio.
Outcomes
★ Many students are motivated and beginning to take pride in the way they complete activities to be included in their Portfolio.
★ Various ways of maintaining the Portfolios have been tried, for example, allowing the students to keep possession or to take the Portfolios back to the classroom for the class teacher to store. Both of these methods have proven unsuccessful.
Keeping the Portfolios in the Reading Room for students to access in lessons has been the most satisfactory method, as all teachers and students have access to the Portfolios this way.
PLP-R (KS1) A. PORTFOLIOS – 4. Using Portfolio Information – Assessment for Learning
Case study 2: An Example of Integration
Portfolio Work Sample → Teacher Anecdotes → Checklist Background
We had been doing PLP-R for a year, and wanted to extend our students by making links to other aspects of General English. We wanted students to “apply”
their reading skills in writing lessons to show their understanding of a range of reading skills (see below).
Teaching and Learning Phase
Having completed the unit for the big book Ben’s Bath, we did a Modelled and Shared Writing lesson using the syntactic structures of the book, “In goes the…”. We chose a new topic that related to the vocabulary of their P1 unit about school materials. Each class contributed to the teacher’s writing of a book titled My School Bag.
Students then wrote their own story of My School Bag. This task was structured by instructions on the whiteboard and the book template (Guided Writing). Students were free to write their own sequence of content words, but following the set syntactic structure. They were to ensure their book had all the features of a book (author, illustrator, title, related pictures etc).
Students then read their books to peers and shared their books through their Home Reading Folders. When the reading phase was complete, their books were filed in their Portfolio. Later, some books were bar-coded by the library and added to the English book collection for P1s.
Assessment Information
We observed the completed book to assess whether students understood a range of Reading Skills. The ability to apply skills and knowledge to their own writing showed understanding as opposed to simple knowing. We listened to students read their and others’ stories also.
Outcomes
Through this activity (both composing the writing and reading their stories), we were able to conclude that all students understood concepts like author and illustrator; and were able to demonstrate many Level I and Level II Readings Skills.
We also managed to assess writing skills from the English Language Curriculum Guide.
Continued overpage…
Shows difference between all upper and lower case letters (LII)
Recognises some reading terminology – picture, illustration, illustrator, author, title, cover, story (LI)
Relates pictures to words (LI)
PLP-R (KS1) A. PORTFOLIOS – 4. Using Portfolio Information – Assessment for Learning
English Language Curriculum Guide p. 69 Language Skills KS1 - Writing Use the basic conventions of written English
Use the left to right directionality sequence
Use print scripts
Combine letters to form words
Space letters words and sentences
Use capital and small letters
Use basic sentence punctuation
Use neat and legible handwriting
Present information, ideas and feelings clearly and coherently
Put words in logical order to make meaningful sentences
Reproduce sentences based on teacher’s model and use words from print in the environment
Provide personal ideas and information based on a model or framework provided
− Use appropriate cohesive devices, e.g. and, but…
− Use concepts of order and time e.g. last night, this morning
Use appropriate formats and conventions of short written texts
Gather and share information, ideas and language by using strategies such as
brainstorming, building concept maps, listing…
− Express imaginative ideas with the help of cues
Use available resources such as word books
Make changes to incorrect spelling, punctuation, grammar, adding details
Draft, revise and edit short written texts with teacher support
Relates pictures to words (LI)
Finds pictures, letters and words in classroom environment and books (LI) to write their story Shows difference
between all upper and lower case letters (LII) Indicates beginning and end of a sentence
• Recognizes more key words in familiar text (LII)
• Recognizes more High Frequency Words in familiar text (LII)
• Reads words and repetitive language patterns with teacher support (LII)
•
Read aloud accurately simple familiar texts (LIII)PLP-R (KS1) A. PORTFOLIOS – 4. Using Portfolio Information – Assessment for Learning
Case Study 3:
Portfolio Creation → Student-Teacher Conference Background
As we have over 1000 children in P1, P2 and P3 participating in the PLP-R with only one reading room, we had to think strategically and logistically to house and access the huge number of
Portfolios.
Collating Portfolio Contents
Our next job was to work out how we were going to find the time to collate all the work that had been done to date as we didn’t have the human resources to undertake such a massive job.
After some thought, it was decided to train the P5 and P6 as “Reading Room Helping Hands.” We asked for volunteers to come to our training session at lunch.
The 10 minute session showed them how to place worksheets in the Portfolios and to file Portfolios in the cupboards.
Our 8 Reading Room Helping Hands learnt quickly and completed the operation in 30 minutes. This was an opportunity for celebration!!! A log of the Reading Room Helping Hands names is kept to ensure they are provided with some recognition at the end of the semester.
Introductory Portfolio Lesson
We realized that that we also needed to introduce the children to their Portfolios, what they were for and how to place their worksheets into the Portfolio on completion. The team negotiated with the English panel for 1 x 35 minute lesson to provide the P1, P2 and P3 children with this information. The teachers modelled to the children how to place worksheets into their Portfolios.
After this procedure, the children were given the opportunity to complete one worksheet and their “Self Portrait” for the title page. The children reflected pride and excitement as they carefully placed their work into their Portfolio.
Using the Portfolio for Assessment Information for Students and Teachers
As shown overpage, the Portfolios can offer our students and teachers valuable information about learning. We gather informally during lessons through peer sharing and brief student-teacher conferences. If we don’t have enough information about a student for the Unit Checklist, we can search through the Portfolio for more.
PLP-R (KS1) A. PORTFOLIOS – 4. Using Portfolio Information – Assessment for Learning
Case Study 3 continued: Portfolio creation → student-teacher conference
6.
Teachers occasionally check Portfolios of some students to complete Class Unit Checklist or Class Profile.5.
Portfolios are stored for easy access by teachers.1.
Students organise the contents of their Portfolios and monitor their own progress.3.
Students are encouraged for their organisation, effort and self-assessment through praise and stickers.2.
Teacher has a brief conference with students to discuss learning.4.
Studentsshare, peer- teach and peer- assess.
PLP-R (KS1) A. PORTFOLIOS – 4. Using Portfolio Information – Assessment for Learning
Notes:
PLP-R (KS1) A. PORTFOLIOS – 5. Responses about Portfolios – Students, Parents, Teachers
A. PORTFOLIOS
5. RESPONSES ABOUT PORTFOLIOS –
STUDENTS, PARENTS AND TEACHERS
From students:
George — “Motivated students are starting to take pride in the way they complete the worksheets.”
Loraine — “ The Portfolio contents become another form of Home Reading for students with their parents.”
Sheryl — “The parents I have spoken with think this is a very valuable process as it opens the lines of communication between the school (particularly the NET) and the community.”
Michele — “You can see that the room is quiet and productive because children are motivated with meaningful work. They see a purpose for making and
maintaining their Portfolios”.
Dawn — “One parent told me that she appreciated the encouraging comments that I put on the worksheets in the Portfolios last year.”
From teachers:
I like keeping a Portfolio because it helps me to
remember the words and sentences that I should know.
I am happy because I can see the good work I have done in
previous years.
.
I like keeping a Portfolio because it
reminds me of the words that I have
learned.
It [Portfolio] tells me what I have learned in the PLP-R and the level I have
gained.
PLP-R (KS1) A. PORTFOLIOS – 5. Responses about Portfolios – Students, Parents, Teachers
From Parents:
What the parents wrote In English What it tells us about learning and teaching I think that what you are
teaching is very suitable for my daughter to learn English.
I hope she will gradually develop interest in learning English. I hope teachers will
assist her more. Thank you!
Innovative teaching is valued by the parent
Innovative teaching is valued by the parent
Parent expectation
Parent has
learned about the programme Learning English through
games is a good idea. My son, Roy, finds it difficult to
follow people who speak English too fast. It’s OK for him to follow those who speak
slower. He enjoys Steve’s English lessons very much.
Thank you very much.
The world of the children is beautiful! There are very
colourful pictures in the Portfolio. This arouses their
interest in learning English.
Perhaps you can consider adding more crafts and stickers which help develop
children’s imagination.
Feedback to teachers
After reading the English Portfolio of my daughter, I’ve found that your school adopts
a variety of teaching strategies. I hope there will be more so that our children
have a wider exposure to English so as to raise their
interest in learning and improving their English.
PLP-R (KS1) A. PORTFOLIOS – 5. Responses about Portfolios – Students, Parents, Teachers
Our thanks to the teachers and parents of Faith Lutheran Primary School for initiating this style of Portfolio reporting and sharing their parentfeedback. I think my boy has difficulties
in completing the worksheet but he likes it.
My girl is fond of drawing.
When she gets positive feedback from the teacher, she couldn’t help telling me how
happy she was.
Very good! Reading helps my child develop interest in learning English. Besides, he
has learnt a lot of vocab.
Parent sees their child’s learning style
Thank you teacher for helping my child learn English through reading. She has learned a lot of vocabulary. This is really unexpected. I hope she will enjoy reading English books in the future. Thank you very much!!
[My child] shows slight progress and I hope my child
can build up confidence and interest in reading.
Parent sees learner progress
Parent values
reading as learning Parent has
learned about the programme
Parent expectation
Parent sees learner progress
PLP-R (KS1) A. PORTFOLIOS – 5. Responses about Portfolios – Students, Parents, Teachers
Notes:
PLP-R (KS1 B. MAKING AN ASSESSMENT PLAN – 1. Assessment Plans In Successful Reading Rooms
B. MAKING AN ASSESSMENT PLAN
1. ASSESSMENT PLANS IN SUCCESSFUL READING ROOMS
(a) Indicators of Successful Assessment in PLP-R
In the pilot phase of the PLP-R (2004-06), the following practices were observed in schools which effectively used “assessment for learning”:
record sheets in some form were used during lessons
all team (LET, NET and CA) observed and recorded
assessment focus was mostly during activity work not whole class work
systematic ways planned for teachers to move around the groups to support and mark
worksheets / activities (e.g. T1 = Groups 1 and 2, T2 Group 3, CA = Group 4)
worksheets marked in class (where possible) and formative feedback offered to individuals, groups or whole class
Portfolios or files created to store students’ worksheets, checklists, creations, information etc
plans made (who, how, when, where) to assess each student for High Frequency Words, letter sounds and Reading Aloud
collection of information organised on a large comprehensive class checklist or the PLP-R Reading Profile at later points in time (e.g. end of unit, end of term)
class checklist or PLP-R Reading Profiles analysed for information about learning progress
in co-planning, progress analysis discussed to make decisions about unit adaptation, classroom organisation, resource selection, or other
assessment information is considered important information for other aspects of the General English lessons and activities
parents are informed through a combined approach, e.g. briefings, Portfolios, displays, visits to the reading room, mock lesson in the activity hall, website
PLP-R (KS1 B. MAKING AN ASSESSMENT PLAN – 1. Assessment Plans In Successful Reading Rooms
(b) Making an assessment plan for PLP-R
!
The following questions are a springboard to create an assessment plan.!
As a team, discuss and answer all of the questions below. You will arrive at a range of decisions that form your first assessment plan!!
Revise this plan after each unit to ensure you maintain effectiveness.1. How are the unit record sheets used during lessons?
2. How do LET, NET and CA share observation of some students and recording?
3. Is focus for individual assessment most effective during group or whole class activity?
How can we be most effective?
4. Is there a systematic way for LET, NET and CA to move around the groups to support, and assess student work?
If not, how can we plan for this?
5. Are worksheets marked during group work (where possible) and formative feedback offered?
If not, how can we plan for this?
6. Are Portfolios or files in place to store students’ worksheets, information etc?
If not, how can we plan for this?
7. What is the plan for how to assess each student for High Frequency Words, letter sounds and reading aloud during unit?
8. How / when is assessment information recorded on a comprehensive class checklist or Reading Profile?
9. As a team, how are patterns discussed to inform future teaching / units?
If not, how can we plan for this?
10. How is assessment information used to inform other aspects of General English?
The sum of your responses = Your assessment plan
!
PLP-R (KS1) B. MAKING AN ASSESSMENT PLAN – 2. Assessment Plans from PLP-R Schools
B. MAKING AN ASSESSMENT PLAN
2. ASSESSMENT PLANS FROM PLP-R SCHOOLS
The following plans have been sourced from two schools with successful PLP-R classrooms.
Sample 1 : Shanghai Alumni Primary School
(2
ndyear of PLP-R)
Before this school received professional development in Assessment Plans, the teachers had already commenced a planned approach to assessment.
Assessment Plan: Term 1
P1 P2 P3
1. Units completed The Fish and
The Cat
Crabs on a Rock
Make a Worm Farm Check sheet for reading
behaviours
Sept Sept Sept
Rubric on worksheets Oct Oct Oct
Listening to individuals read – running records
Sept Sept Sept
Listening to individuals using phonics and HFW
Sept During Guided
Reading
Sept During Guided
Reading
Collecting data for Portfolios
Sept Sept Sept
Using Portfolios to report to parents
Sept Sept Sept
5.
Assessment
Using assessment data in planning
Nov Nov Nov
6. Individual Reading occurs regularly Sept Sept Sept
7. Home reading established Nov Nov Nov
P1 Sept
8. PLP-R related parent meetings
P2 and P3 Nov
9. Integration with GE (What are you doing?)
Not ready yet
PLP-R (KS1) B. MAKING AN ASSESSMENT PLAN – 2. Assessment Plans from PLP-R Schools
Sample 2 : Kowloon Bay St John the Baptist Catholic Primary School
(2
ndyear of PLP-R)
In the following answers to our questions, the NET reveals a clear plan has been developed by and for the school team:
1. What recording tools are used in reading lessons?
• High Frequency Word (HFW) lists
• Running Records: We are just starting these. It has taken time to get the groups organised first.
• records of the books and levels that each Guided Reading (GR) group has read; the book levels are dated and graphed.
2. How do LET, NET and CA share observation of some students and recording?
• LETs and NET test children for HFW.
• NETs have started doing running records but LETs will be doing this too shortly, during the GR time – both individual reading and choral reading are observed during GR time.
• Classroom Assistant (CA) observes children during the activity time and helps them when they have difficulty.
• CA put children’s work into their Portfolios.
• CA will either mark their work on the spot or if they take them home to finish as homework, the LET will mark them. This is usually just a tick to show they have been seen and maybe a correction if needed. No mark is given.
3. Is focus for individual
assessment most effective during group or whole class activity?
How can we be most effective?
• Focus is during group activity. It is difficult to ascertain what the children know when assessment is done as a whole class activity as once one child knows the answer the rest will quickly follow. We found this when we did the HFWs. All the children appeared to be chanting along with the group but when we tested them individually we found that some children knew very few words.
• We have started our own system of lists of 10 HFW words and children are taught these as a group and progress is marked off individually in GR. They also have a copy of these words in their Portfolios so they can hopefully practise them at home.
4. Is there a
systematic way for LET, NET and CA to move around the groups to support, and assess student work?
If not, how can we plan for this?
• In P1 classes the CA, LET and NET move around the groups to check on children’s work and to mark it on the spot.
• In GR classes, this is done by the LET and the NET.
• The CA looks after the children in activities. She will usually concentrate on one or two activities, particularly new activities, to ensure children know what they are doing and that they are doing the activity correctly.
5. Are worksheets marked during group work (where possible) and formative feedback offered?
If not, how can we plan for this?
Yes. In P1 the LET, CA and NET do this together and give the children immediate feedback. I find this is also useful to show the CA and teachers how I give feedback, e.g.
• asking the children to find their mistakes rather than just telling them something is wrong and giving them the answer.
• checking on language that we assume they know, e.g. What are these…
(scissors)? What do you do with them…? What colour are they…?
• giving positive feedback when they have done something well to reinforce that particular point, e.g. I liked the way you have a full stop at the end of every sentence; or XXX is a fantastic word to use. It makes your story interesting. Did you find it on the wall?
Continued overpage …
