Running Head: Portfolio 1

Portfolio Assessment

Kristy M. Treven

Concordia University Chicago

Author’s Note

This assignment was completed for EDU 6027 for the C&I with ESL endorsement graduate

program through the College of Education.

Portfolio 2

Table of Contents

Participant and Baseline Information 3

Writing Sample 1 5

Self-Assessment 9

Writing Sample 2 11

Formal Assessment 15

Informal Assessment 17

Formal Assessment 19

Reflection 21

Consent Letter 22

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Participant and Baseline Data

M is an outgoing fourth grade student. She was born in Chicago, Illinois as the second of

three daughters, her parents having moved to America from Poland a few years before her birth.

M’s mother works in a school setting, and is very involved in M’s education; her father travels

for his business on occasion, but they have a stable life and live in the upper-middle class. Both

parents speak English, but support both languages in the home environment.

Prior to formal schooling, parents noted that M had not spoken much English. In

kindergarten, M began receiving English as a Second Language (ESL) services. There was a

large contrast between her World-Class Instructional Design and Assessment (WIDA) scores for

listening and speaking (4.0 and 5.0 respectively) compared to English Literacy (2.9). Parents

mentioned that M seemed to struggle with reading in both her primary and secondary languages

and expressed no enthusiasm for the activity due to her difficulties. She was found eligible for

special education services under the category Learning Disability (LD) in the fall of 2010

enabling her to receive instruction in a more direct and explicit way with additional multi-

sensory materials. In 2011, M’s ACCESS scores indicated that she could receive fewer ESL

services. Her total composite score was 5.0 (listening: 5.0, speaking 6.0, reading 4.6, writing 4.6,

oral language 5.8, literacy 4.6, comprehension 4.6).

M is very successful at using/interacting with the English language in a social setting.

She maintains positive relationships with her peers and adults, and is very talkative in class. She

is quickly gaining ground in the academic setting. In the areas of reading and writing, M still

struggles. Due to her learning disability and dislike of reading, her fluency rate is far below that

of her peers (falling in the 25th percentile). She has difficulty decoding words correctly and often

times over-generalizes certain skills. Regularly she will complain about the number of

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‘exceptions’ in the English language. Her comprehension skills are also growing. She has a good

solid capability to answer literal questions, and is becoming more confident with her ability to

predict. Vocabulary is what holds her back the most, though she displays no hesitation or

discomfort when asking what a word means. She then works hard to maintain and generalize the

word across settings. In the area of writing, M has many ideas to share, but struggles to express

them in a coherent order, there are often gaps in her evaluations of text, and spelling conventions

are often still completed phonetically.

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Writing Sample 1: Extended Response

This extended response was chosen because it was completed at the beginning of the

school year. It was the first time the rubric, checklist, and idea of a multi-paragraph response was

introduced to answer a question. Many students, including M struggled with the concept and it is

a great piece to show how much growth she has made compared to where she started in August.

Objective:

Assessment Objective 1.4.22: Draw inferences, conclusions, or generalizations about

text/information sources, and support them with textual evidence and prior knowledge.

CCSS.W.4: Produce clear and coherent writing in which the development and organization are

appropriate to task, purpose, and audience.

CCSS.W.9: Draw evidence from literary or informational texts/information sources to support

analysis, reflection, and research.

Methods to Measure:

Student will have an extended amount of time to write a reflection (answering pre-determined

question). The reflection will support main ideas, evidence, and analysis supporting those main

ideas in a clear manner.

Rubric: See attached analytical rubric.

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M received 9 points out of 20 for this extended response assignment. In the area of focus,

she received 2 points because her responses did related to the television show Full House, and

could be used to persuade an audience to watch it. If it were properly explained/supported, she

would have received more points because I would have learned why I should watch it. According

to the checklist with the 11 parts, M displayed more than 4 parts so she received 2 points. It was

a little hard to follow without any transitions or support. One point was awarded for the intro-

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conclusion because there was none present. In the area of support/elaboration, only one point

was given because there did not appear to be support or explanations on how her answers related

to making someone else want to watch the show. For understanding, M received 3 points,

because it was clear she understood the assignment, and gave great and accurate reasons in her

response, they just weren’t well thought out or explained to show that she had a solid

understanding.

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Self-Assessment

M chose to do a self-assessment on this first piece chosen from the beginning of the year.

She has a tendency to be very critical of herself, and even though there are things she did well in

this first attempt, she believes that is not true. After discussing her ‘grows’ from the self-

assessment, we came up with two goals for M to work on for the remainder of the year.

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Goal 1: Utilize the check-lists to have all parts accounted for with clear transitions/sentence

starters for easier understanding by the reader.

Goal 2: After presenting a reason/possible answer, back it up with specific details from the text,

and specific connections from personal experiences.

A lot of times M’s teachers (myself included) understand where she’s going with writing

assignments (and even during class discussions), but it is a lot harder for someone who doesn’t

know her as well to follow her thoughts. M decided that these goals would help make her work

more clear, complete, and also help her across subject areas as she learns to support and

elaborate on all her tasks.

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Writing Sample 2: Extended Response

This writing sample was chosen by the student. M thought it was an accurate reflection of

the progress she has made throughout the school year (it was completed the first week of

February). It was also based from a text that she enjoyed reading. She thought she did a good job

of understanding the author’s purpose in writing the sample and was therefore better able to

express her thoughts while writing.

Objective:

Assessment Objective 1.4.22: Draw inferences, conclusions, or generalizations about text, and

support them with textual evidence and prior knowledge.

CCSS.W.4: Produce clear and coherent writing in which the development and organization are

appropriate to task, purpose, and audience.

CCSS.W.9: Draw evidence from literary or informational texts to support analysis, reflection,

and research.

Methods to Measure: Student will have an extended amount of time to write a reflection

(answering pre-determined question). The reflection will support main ideas, evidence, and

analysis supporting those main ideas in a clear manner.

Rubric: See attached analytical rubric.

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M received 18 points out of 20 for this assignment. For focus, she received all 4 points

because the entire response is related to the topic, and the reader understands and learns more

about the topic from her ideas. Under organization, she received 4 points because all 11 parts are

accounted for an in the proper order. She also received 4 points for the introduction and

conclusion because they were present, they relate back to the question and though a little vague,

do summarize her response. For support and elaboration, M earned 3 points. She uses accurate

information from the text to interpret concepts, but there are some gaps in her support. Finally, in

the category of understanding, M was awarded 3 points. She demonstrates accurate

understanding of the text, and her response was centered around a few basic concepts.

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Formal Assessment: Mastery Test on Decoding Skills

This assessment was chosen because it related perfectly with one of her IEP goals of

being able to decode words. As an assessment, I was looking for her to display mastery of the

few specific decoding rules that were taught in the previous 10 lessons so that we’d be able to

move on to newer and more challenging rules.

Objectives:

CCSS.RF.3: Know and apply grade-level phonics and word analysis in decoding words

Methods of Measurement:

Multiple choice and fill in the blank selective response quiz.

Rubric:

If student fail the assessment by making 3 or more errors in the 20-item test, the following must

be completed

1. Give feedback on answers

2. Repeat parts of 2 previous lessons (word-attach exercises)

3. Provide additional letter-sound activities

4. Re-test student

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Informal Assessment: Fluency Monitoring

This informal assessment was chosen because it relates to another of M’s IEP goals of

using the decoding skills to read fluently. As it is done daily, the students think it’s just part of

the lesson, that it’s not an assessment.

Objective:

CCSS.RF.4: Read with sufficient accuracy and fluency to support comprehension

Methods to Measure:

Student will read a passage at their instructional level aloud for one minute. Checker (or teacher)

will count the number of errors and give feedback. Student will graph words read correct and

number of errors on the provided graph.

Rubric:

If student does not meet the pre-determined goal (correlated with the skills and lessons

completed), the following must be done:

1. Provide feedback on errors

2. Repeat story reading exercises

3. Repeat fluency assessment

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Formal Assessment: Measures of Academic Progress (MAP)

Objectives: MAP is aligned to state standards at the goal strand levels.

State Goal 1: Reading with understanding and fluency

State Goal 2: Read and understand literature representative of various societies, eras and ideas.

State Goal 6: Demonstrate and apply a knowledge and sense of numbers, including numeration

and operations, patterns, ratios and proportions.

State Goal 7: Estimate, make and use measurements of objects, quantities and relationships and

determine acceptable levels of accuracy.

State Goal 8: Use algebraic and analytical methods to identify and describe patterns and

relationships in data, solve problems and predict results.

State Goal 9: Use geometric methods to analyze, categorize and draw conclusions about points,

lines, planes and space.

State Goal 10: Collect, organize and analyze data using statistical methods; predict results; and

interpret uncertainty using concepts of probability.

Methods to Measure:

Student will participate in a computer based multiple choice assessment in the areas of

mathematics and reading.

Rubric: Student RIT scores correlate to percentile range based on grade-based norms. Goal

performance indicators reflect basic ability levels in sub-categories under each subject (low,

lowavg, avg, highavg, high). This information is used to determine what additional interventions

might prove beneficial for the student within the classroom setting.

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Reflection

This project has definitely shown me a lot more benefits to portfolio assessments. I

always understood the value of student portfolios, especially by being able to see the growth

each student makes from the beginning of the year to the end. However, after completing this

study, I know that in the future, I would definitely tie in all the objectives, rubrics, and self-

assessments/goals that go along with the specific assignments. I feel that as an educator, you

learn more from how they are assessed on the various tasks than you do from the tasks

themselves. For example, I had always used a different rubric for each writing activity I assigned

so that it was clear to the specific objectives I was looking for. Yet this year, I changed things up,

and for certain types of writings (like extended responses) I had the same rubric that held them

accountable for the skills I expected them to perform by the end of the year. With this method in

place, the students were able to see the growth more explicitly than they had before. It also made

it easier for them to brainstorm learning goals because they knew what they would be held

accountable for down the road.

In the future, I definitely see the practicality and ease of expanding this to other subject

areas to help not only my assessment and instruction of my students, but also increasing my

students’ confidence levels, and accountability for their learning.

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Formularz zgodyConsent Form

16 January 2013

Dear Mr. and Mrs. Nycz,

I am doing a case study on portfolio assessments for the English Language Learner. I have chosen your daughter to complete this study. Your daughter will be working with me to select samples of her work that show what she is learning. This portfolio will be used to identify her strengths and weaknesses and to plan appropriate instructional activities. All materials will be shared with you at the close of the study. Please sign below giving me permission to use your child for the study. If you have any questions, please call me at 847.398.4280. Thank you for your cooperation.

Robię studium przypadku oceny portfelem ELL. Wybrałem swoją córkę do przeprowadzenia tej analizy. Twoja córka będzie pracował ze mną wybrać próbki swoich prac, które pokazują, co ona się uczy. Portfel ten będzie używany do identyfikacji swoich mocnych i słabych stron oraz zaplanowanie odpowiednich działań instruktażowych. Wszystkie materiały będą udostępniane z wami na zakończenie badania. Zaloguj się poniżej daje mi pozwolenie na używanie dziecko do badania. Jeśli masz jakieś pytania, proszę dzwonić do mnie na 847.398.4280. Dziękujemy za współpracę.

Szczerze,

Kristy TrevenResource TeacherDryden Elementary

I ______________________________ give permission for my daughter to participate in the case study and portfolio assessment with Miss. Treven.