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CPM1_Task_2_Performace_Based_Portfolios.docx CPM1 CPM 1 Task 2: Performance-Based Por

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CPM1_Task_2_Performace_Based_Portfolios.docx CPM1 CPM 1 Task 2: Performance-Based Portfolios The Assessment of Language and Content Learning Using Portfolios Content Learning A students portfo... lio is a valuable tool for a teacher as the student work that is collected paints a picture of their academic abilities, weaknesses, and strengths. Portfolios are versatile and can contain data results from standardized testing, samples of student work (which can be written, drawings, recordings, etc.), and correspondence between parents, teachers, and support staff involved in the students learning. In my classroom, I utilize portfolios. I collect data throughout the year on each of my students. I can use the items collected to see the progression that each learner has made, and I can also where they struggle. At the end of the school year, these portfolios are included in with their personal school file and passed on to the next teacher, file holder, or school. Passing this information along allows for the next teacher to get to know her new student before they ever walk into their classroom. Language Learning Portfolios are beneficial tool when looking at and assessing an English Language Learner. Just like in any portfolio, you would include the student data gathered from standardized state testing and benchmarks. In addition, for ELLs you would also need to include information from Language testing such as results from, WIDA, ELPAC, and other state required Language testing. This date will show the progression of. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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