Performance and Portfolio Assessment for Language Minority Students.
Pierce, Lorraine Valdez O'Malley, J. Michael
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Performance assessment procedures and a portfolio assessment framework for monitoring the language development of language minority students in the upper elementary and middle grades are presented. Performance assessment applies to achievement-related behaviors exhibited by the student (e.g. communication or reading skills) and achievement-related products that students develop, such as written reports or projects. Procedures are provided for the design of performance assessment tasks and instruments. These include oral language assessment, reading assessment, writing assessment, developing anecdotal records, and self- assessment in language proficiency and learning strategies. Portfolios present a practical approach to assembling student work, interpreting evidence of student performance, and assessing it relative to instructional objectives. Steps to portfolio development include designing the portfolio, planning for and collecting data, analyzing the portfolio contents, and using the results. Sample contents from reading/writing portfolios in Virginia, New Hampshire, and Florida are summarized in a one-page chart. Sixty-eight references are cited. (cas)