Student Portfolio Guidelines


Purpose

The portfolio should be viewed as an initial step in your ongoing progress as language learners and
teachers, and its aim is

·        to promote student independence and responsibility

·        to improve self-evaluative skills

·        to document achievement

·        to learn to use alternative assessment tools

You may either decide to create a showcase portfolio which can be used in future (when teaching, at
job interviews, etc.) or create it as a process portfolio which logs your personal development as a
language learner.


Objectives

1 yr students: link to the European Portfolio (level B2)

2-3 yr students:  ditto (level C1)


Structure


Format:           - electronic (a file or a personal website)

                            check e.g.     http://www.livebinders.com/play/play?id=120226

www.webnode.cz

www.portfoliobox.net

(- paper: not applicable to the coming 1^st yr)


Submission

The portfolio will be submitted twice a year: at the end of the winter semester (presenting
materials for that semester) and at the end of the summer semester (presenting materials for both
semesters of that academic year). You may want to keep all your materials and only submit the
relevant parts each semester, or you may decide always to replace the old materials by new ones, or
you may prefer to keep some essential artifacts and update the rest.


Content

Your portfolio should include the following parts:


·        Introduction

·        Table of contents

·        Goals

·        Self-assessment

·        Listening*

·        Reading*

·        Writing*

·        Speaking skills*

·        Extra materials (optional)*


* For each of these sections there should be: for yr 1

·        at least 2 artifacts – these must be created since the last submission either in class or
out of class, can be assignments or something that relates to the given section; the artifacts have
to be dated


* For yrs 2+3: altogether 8 different artifacts related to at least 2 sections


·        justification for the selection of artifacts (why you decided to include this particular
piece of work, what it is, how it was created and how it relates to the objective(s) for the
section) – either for each artifact or for each section

·        reflection either on each artifact or each section (written either on a separate sheet of
paper or on the artifact itself) – you should evaluate how well/badly you did in the given task,
what was easy & difficult for you regarding the work on the task, and suggestions for further
improvement, and relate it to your general assessment
  * extra materials - the objective for the optional extra materials part is to show what and how
you do out of class to maintain and improve your knowledge and skills in English



Items

The following are just possible examples of items that can be included in each section, by no means
an exhaustive list. Be creative in the selection of the materials you decide to include, just don’t
forget that all materials you decide to include as artifacts should comply with the above listed
criteria.


Listening

·        recordings of radio programmes, interviews, podcasts and songs

·        transcripts & lyrics

·        listening based exercises & activities


Reading:

·        textbook and Moodlinka reading materials

·        authentic reading materials (e. g. articles & book extracts)

·        reading comprehension exercises & activities


Speaking skills (may combine spoken interaction and spoken production)

            Spoken interaction

·        recordings of conversations and discussions you prepared in cooperation with your
schoolmates

·        recordings of interviews and radio programmes you take part in

·        various materials aimed at preparation for oral interaction (functional language handouts,
vocabulary lists and exercises aimed at various topics)


Spoken production

·        recordings of presentations and talks you gave or prepared

·        digital stories

·        presentations

·        materials aimed at preparation for oral production (functional language handouts,
vocabulary lists and exercises aimed at various topics)

·        reflection on specific interactions in English


Writing

·        essays

·        articles

·        short stories

·        writing exercises

·        Moodlinka forum contributions


Extra materials

·        projects

·        teacher’s evaluation – if available

·        exercises

·        recordings

·        presentations

·        posters, photographs, etc.

·        lesson plans

·        classes/English clubs/other activities done outside university


Evaluation

Your portfolio will be evaluated based on how well the form and contents tallies with the above
described criteria, i.e. whether it contains all the required sections, number of artifacts for
each sections, whether the choice of those artifacts is sufficiently justified, fits the objectives
and whether you reflected properly on each of the materials. The assessment will follow the
Portfolio Assessment Rubric (available in moodlinka/Interaktivni osnova).