Subject Student’s data Date

Evaluation and Surname: Mora Leal

10/05/2020
assessment Name: David Rodrigo

Task: Design a portfolio assessment for CLIL

In this task you will design a portfolio assessment for a specific grade level, learning
period and content area. As portfolio assessment takes place over extended periods
of time, it should cover learning objectives over a longer period than a single unit
(e.g. a term or whole school year).

Use the checklist below to help you make decisions about the purpose, design and
contents of the portfolio.

The assignment must include the following sections:

 A brief introduction describing the purpose of the assignment and outlining its
contents (1 paragraph).
 A section on the considerations you took into account in designing the portfolio.
You can use the section ‘Considerations’ in the checklist to guide you in this.
 Description of the contents of the portfolio. You can use the section ‘Potential
contents of portfolio’ in the checklist to guide you in this.
 Description of how the work in the portfolio will be assessed both formatively
and summatively. Include self and/or peer-assessment.

Objectives

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To demonstrate the ability to apply the principles of portfolio assessment in the
context of CLIL through the design of a portfolio for use with a specific grade level
and content area.

Evaluation and assessment 1

Unit 5. Activities
 Subject Student’s data Date
Evaluation and Surname: Mora Leal
10/05/2020
assessment Name: David Rodrigo

Competences

 CG5. Show understanding of the need to foster the integrated learning of the
foreign language and discipline-specific content.
 CE6. Assess language and non-language content in bilingual education.
 CE7. Incorporate new teaching strategies and information technology to bilingual
education for the design of new classroom learning environments.
 CE10. Be familiar with tools for planning and assessment in content and language
integration.
 CT4. Develop students’ capacity to work independently, fostering skills in self-
regulation and autonomous learning.

Assessment criteria

You will be assessed on your ability to accurately and appropriately apply the
principles of portfolio assessment to a specific grade level, content area and
learning period. Essential criteria will be the quality and detail of the considerations
you take into account, and the reasoned justifications for the contents of the
portfolio. An additional criterion is the appropriateness of the approach to
formative and summative assessment in the portfolio. Originality and critical
thinking are also considered as well as the ability to write in fluent and accurate
English.

Presentation

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Length: 2-3 MS Word pages (Georgia, 11-point font size, 1, 5 space, justified).

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Unit 5. Activities
 Subject Student’s data Date
Evaluation and Surname: Mora Leal
10/05/2020
assessment Name: David Rodrigo

Portfolio assessment checklist

Considerations  The students’ age.
 The students’ prior experience with portfolios.
 Student self-reflection.
 Students’ English proficiency level.
 Content area learning objectives.
 Language learning objectives.
 The number of entries (work samples).
 Paper or digital (e-portfolio) format.
Potential  Cover sheet.
contents of  Student’s letter of introduction.
portfolio  Statement of agreed learning goals and action plan.
 Learning objectives and standards addressed in student
work samples.
 Original samples of student’s work (products, projects,
performances) and reflective comments.
 Multimedia samples (if using an e-portfolio).
 Peer and/or student self-assessment of work samples
included.
Assessment  Any methods such as conferences you will use in assessing
instruments individual entries or the whole portfolio.
 Any instruments such as checklists, questions or rubrics you
will use in assessing the quality of individual entries in the
portfolio (these can be described – no need to produce
examples).
 Any instruments such as rubrics you will use in assessing the
overall quality of the portfolio (these can be described – no
need to produce examples).
Table 5.2. Portfolio assessment checklist. Adapted from Gottlieb (2016: 240).
Rubric

Design a portfolio assessment for CLIL

9-10 Covers all the sections in the task in detail (introduction, considerations,
contents of portfolio, approach to assessment). The design and contents
of the portfolio are entirely appropriate for the age group, students’
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characteristics and learning goals. Reasoned and reflective justification of
decisions. Both formative and summative assessment addressed
appropriately and in detail.
7-8 Covers most of the sections in the task in detail (introduction,
considerations, contents of portfolio, approach to assessment). The design
and contents of the portfolio are mostly appropriate for the age group,
students’ characteristics and learning goals. Some evidence of reasoned

Evaluation and assessment 3

Unit 5. Activities
 Subject Student’s data Date
Evaluation and Surname: Mora Leal
10/05/2020
assessment Name: David Rodrigo

and reflective justification of decisions. Addresses at least one of

formative and summative assessment appropriately and in detail.
5-6 Covers some of the sections in the task but treatment is superficial and
patchy. A considerable part of the design and contents of the portfolio
may not be appropriate for the age group, students’ characteristics and
learning goals. Limited evidence of reasoned and reflective justification of
decisions. Very partial attempt to address formative and/or summative
assessment.
3-4 Attempts the task but shows little or no understanding of the principles of
portfolio assessment. Does not deal adequately with either considerations
or content of the portfolio.
0-2 Not a serious attempt at the task or complete misunderstanding of the
task.

CLIL PORTFOLIO

In this assignment, the idea is to present a model of a portfolio, a device used to

present the work of the students in a graphic form. This portfolio is based on the
CLIL approach, therefore the focus of it, would be the content in the first issue, and
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the language in the second. Then the contents of that portfolio will be indicated, and
the assessment instruments that will be used during the construction and the
evaluation and assessment processes of that portfolio.

Evaluation and assessment 4

Unit 5. Activities
 Subject Student’s data Date
Evaluation and Surname: Mora Leal
10/05/2020
assessment Name: David Rodrigo

The considerations that will be taken into account for the process of creation of this
portfolio will be based on eight different elements.
The model of portfolio proposed for this assignment was designed to be applied in a
private school of the city of Bogotá, Colombia. This school is located in the southern
part of the city, and it is planning a process of starting the CLIL approach in the
school, nevertheless, the school has applied some characteristics of the portfolio
model in the past.
This model of portfolio will be applied to students of second grade of primary
education, students that are between seven and eight years old. In addition, these
students are in contact with two teachers, the main teacher, and the English teacher.
In this case, along the past year, which was their first year in the school for these
students, they handled a type of public portfolio, which is called in the school,
“gallery”, where the best working pieces of the students are exhibited. However, in
this proposal the idea is that students manage a folder, a personal folder in paper
format that allows the students to keep a record of their works, and allows them to
see their advances in their performance along the year. The idea is that students
every week add the result of their work to the portfolio, and because the school year
in Colombia has 40 weeks, therefore there will be approximately 40 entries in the
portfolio.
In this portfolio, which is directed to students with a low to middle proficiency level
of English, is consolidated on the subject of biology, the idea of the students is to
have the following objectives in terms of language: learn the basic vocabulary in
English of the concepts of matter, life, nutrition and space science. In addition, in
terms of content area objectives is the objective of learning: Learn the basic concepts
of life, Study the different systems of the human body, and understand how the solar
system works, among others. To achieve these objectives, students will do paper
activities that represent both their acquisition of knowledge of the content and the
new vocabulary in English language, in which we can highlight activities like
drawings and short texts, that allows the students to learn the thematic of the
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biology area and have a proof that demonstrate the achievement of the objectives.
At the end, students will have to do a self-reflection process that allows them to
identify their failures and their successes and how they can use those successes to
overcome the failures.

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Unit 5. Activities
 Subject Student’s data Date
Evaluation and Surname: Mora Leal
10/05/2020
assessment Name: David Rodrigo

The potential contents of the portfolio will start by a cover sheet, that indicates the
name of the owner of the portfolio, the name of the School, and decoration created
by the student, related to the subject, and the thematic of the portfolio, in this case,
Biology. The second paper in the portfolio is a short letter of introduction, in which
students represent in their words, and using English language, why they want to
learn biology, and what they expect from the school year and the subject. Then the
goals (in the school, we call them learning contents) are presented and updated
every academic term, and then the action plan, which includes the chronogram of
activities and the achievements which are used to the evaluation and assessment
process, and that determines the objectives and standards of learning indicated
above, are included.
Then we have organized by date of creation the samples of students work, with
comments of both the teacher of the subject to give feedback about the work on the
subject, and the teacher of English to give feedback about the work with the
language, and finally a self assessment about the comments done by the teachers.
We do not include peer assessment samples, because I consider that a portfolio is
like a diary, is personal, and no one should know about the performance of other
students.

Lastly, in the part of assessment instruments, we want to do the process taught on

this mater course about authentic assessment, in which we identify the standards of
the content subject, we select the tasks, which un this particular case are variable.
The first task is the creation of the portfolio, the second task is the creation of each
individual material that is used to feed the portfolio, and third, the evaluation of the
portfolio at the end of the school year. After that we identify the assessment criteria,
based on the use of rubrics to evaluate the objectives posted above both about
language and content, that indicate the quality of the paper evidence, and the
creation of questions to evaluate and assess the knowledge of the students about the
content and the language. Finally, a rubric is designed to evaluate four items. One
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that the number of elements in the portfolio correspond to the standards. Two that
the portfolio is presented when it is requested. Three that it follows the instructions
given to complete the task successfully, and lastly, questions are made to the
students to make a self-assessment process about the fact of evaluating if the
expectations proposed by him at the beginning of the year, were achieved.

Evaluation and assessment 6

Unit 5. Activities
 Subject Student’s data Date
Evaluation and Surname: Mora Leal
10/05/2020
assessment Name: David Rodrigo

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Evaluation and assessment 7

Unit 5. Activities