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Portfolio

Classification
Brno, 1st June 2007
Jaroslava Ivanov

Different perspectives

Regional/geographical distribution

Role of initiator

Integration into textbook package

User perspective

Portfolio aims

Portfolio design

Time aspect

Extent of imposition or its lack

Cultural acceptability of portfolio and its status

Regional/geographical distribution

International Cambridge ESOL Teacher Portfolio


https://www.teacherportfolio.cambridgeesol.org/

European European Language Portfolio


http://culture2.coe.int/portfolio/documents/ELPguide_tea
cherstrainers.pdf

National local versions of portfolios

International
Cambridge ESOL Teacher
Portfolio
University

of Cambridge ESOl
Examinations

https://www.teacherportfolio.cambridgee
sol.org/

versatility

online availability

European
Language Portfolio
Council

of Europe

http://culture2.coe.int/portfolio
http://culture2.coe.int/portfolio//docume
nts/ELPguide_teacherstrainers.pdf

Guidelines for nations portfolios

National versions of portfolios

Reflect local educational setting and its needs

Similar structure

Different types with respect to learners age


(in correspondence with Czech state schooling)

Evropsk jazykov portfolio pro ky do 11 let v


esk republice. Plze: Fraus, 2002.
Evropsk jazykov portfolio pro ky a kyn ve vku
11-15 let v esk republice. Praha: Fortuna, 2001.
Evropsk jazykov portfolio pro dospl
studenty v esk republice. Praha: Scientia, 2004.

Role of initiator
Official

The Ministry of Education, Youth and Sport


Educational institutions (pre-service colleges)

Official

state authorities

transnational authorities

Council of Europe
University of Cambridge ESOl Examinations
Various publishing houses

Integration into textbook


package

Portfolios as separate
materials

Integrated into Students


Book, Workbook, Teachers
Book and/or
CD(-Roms)

Integration into textbook


package
Portfolio

availability

Portfolio

structure

Portfolio availability
In print
Online
On CD-ROMs

any combination of the above mentioned

Face2face CD-ROM

Portfolio Structure
Portfolios as separate materials

Lesson by lesson correspondence with TP plus extras

Denek 1, 2

http://www.oup.com/pdf/elt/cz/denicek2.pdf?cc=cz
http://www.oup.com/pdf/elt/cz/denicek1.pdf?cc=cz

Mid-term/end of term/course assessment


plus extras

Project Language Log

http://www.oup.com/elt/catalogue/teachersites/project/lang/?cc=cz

Portfolio Structure
Portfolios integrated into textbook
materials

Face2face

Workbook:

Elementary Reading and Writing Portfolio


drawing on Can do statements

Students Book:

Progress portfolio (part of review page)


CD-ROM (My portfolio)

http://www.cambridge.org/elt/face2face/cdrom/tour.htm

Face2face Elementary Workbook

Face2face Elementary Workbook

Portfolio Structure
Portfolios integrated into textbook
materials
Horizons

- Students Book:

Think about your progress

Using Can do statements


After every fourth unit

Horizons - Students Book

Portfolio Structure
Portfolio integrated into textbook materials

First Choice uebnice (A1) - Students Book:

pp 130-135: European Language Portfolio (in Czech)

p 94: Portfolio: Osobn kartotka


Napite svj ivotopis anglicky. Kter jazyky jste se uil?
Kdy a kde? Pi kter pleitosti jste je pouili?

p 94: Can you do this in English?


Te u umte: popsat msta, kter znte
www.fraus.cz

Portfolio Structure- Integration


Way to win
http://www.fraus.cz/ep/anglictina/way_to_win/images/uk_33.html

Portfolio Structure- Integration


Way to Win

User perspective

General foreign/second language


purposes
Language acquisition
Specific purposes
Teaching practice portfolio
Teacher portfolio
(pre-service/in-service training)

Portfolio aims

Self-assessment of ones own


learning/learning strategies/styles
Tool for learning
Aid of parental understanding of childrens
progress
Development of self-reflection ability of
learners and teachers
Professional development in general
Stimulation/enhancement of independent and
autonomous learning
Certifications mobility
Transferability of assessment through Can do
statements

Portfolio design
Extent

of verbal and visual input

Portfolio

components

European Language Portfolio


Language Pass
Language Biography
Dossier

Extent of verbal and visual input

Extent of verbal and visual input


Horizons Students Book 1

Online
Cambridge ESOL Teacher Portfolio

Profile
Personal information, language
levels

Achievements
Employment record, training
and certificates

Teaching
Qualifications, courses taught,
teaching and learning samples,
teaching action plans

Assets
Space for storing files
providing evidence of teaching

Referees

Portfolio options

Reflections
Diary and beliefs about
teaching and learning

Help
Guidelines
Contact us

Future Aims / Intentions

State your belief.

Say how some things that you


do are connected to that
belief.

Give some examples of things


you do that seem not to come
from the belief or which seem
to contradict what you
believe.

Suggest some ways to move


forward.

"I think it's very important to


create a supportive atmosphere in
class.
"One of the ways I do that is by
trying to pay close attention
when students are speaking in
class and really listen to what
they say.

"However, I find I still get


impatient when students don't
answer my questions quickly and
I know that this upsets some of
them.

"I will ask a colleague to observe


one of my lessons and tell me
what she notices" or "I will read a
book on the subject".

Time aspect

Age of target user

choice of language

life-long use

limited

overall design
complexity and
comprehensibility of
Can do statements

Length of portfolio
use

Age of target user

Extent of imposition

State/institution
imposed use

Optional use

Cultural acceptability of
portfolio and its status