Presented at 45th Annual TESOL Conference in New Orleans, March 18, 2011.

1. Video Portfolios For Assessing Speaking: The Evolution of Electronic Portfolios Ms. Candice Quinones 45tth Annual TESOL Conference Ms. June Rose March 18, 2011

2. Overview Rationale Classroom Applications: 2 Perspectives Ms. June Rose Ms. Candice Quiñones Q&A

3. Overview: Rationale

6. Background: ePortfolios According to Barrett: “Electronic portfolios… have been emerging in education since the birth of the personal computer.”

8. U.S. National Educational Technology Plan (p.12) Student-managed electronic learning portfolios can be part of a persistent learning record and help students: develop the self-awareness required to set their own learning goals express their own views of their strengths, weaknesses, and achievements take responsibility for themselves Rationale: ePortfolios

9. U.S. National Educational Technology Plan (p.12) Students take ownership of learning Educators can gauge students’ development. They can be shared with peers, parents, and others who are part of students’ extended network. Rationale: ePortfolios

10. Rationale: Why use ePortfolios? Reasons for Using Electronic Portfolios Dependence on technology. Effectiveness. (Al Kahtani, 1999) Representation of student’s “growth and competencies.” (Huang & Hung, 2010) Promotion of learner involvement, reflection, autonomy, and target language use. (Little, 2005)

11. Reasons for using Electronic Portfolios (cont.) “EPs provide easy storage for artifacts… help align pedagogy with assessment, allow connections across classes and incorporate the personal experiences of the learner.” (Yancey, as paraphrased in Cummins & Davesne) Rationale: Why Use ePortfolios?

12. ePortfolios for Assessing Speaking Huang & Hung (2010): “Few attempts have investigated the relationship between e-portfolios and oral speaking skills.” “simplify the feedback giving process in a radical way.” “draws students’ attention to the weaker areas in their speaking.” “offers additional opportunities for oral practices.” “allays speaking anxiety.

13. Rationale: Video Portfolios Current IEP(Step Up Program) evaluation practices. Paper-based Portfolio Practicality for evaluating Speaking and Listening Self-Assessment

14. A Video Portfolio is An electronic portfolio consisting of: a series of video recordings of the student including: both authentic and pre-scripted content for use by: the instructor and the student for purposes of assessment. Definition: Video Portfolio

15. Rationale: Video Portfolios Video Portfolios facilitate self-assessment “The prime purpose of self-assessment is to help learners understand their skill levels and knowledge base in relation to their goals and to track the progress they make.” (Cummins & Davesne)

16. Utility of Video for Teaching Speaking Students and teachers can see and hear the improvements students have made. Problematic pronunciation and the specific area of difficulty related to production is more easily targeted. Promotes learner autonomy, involvement, and responsibility for learning. Promotes learner self-reflection and target language use. Rationale: Video Portfolios

17. Part 2: Perspectives and Practices Ms. June Rose Perspective Practice

19. Objective audio/visual feedback

20. Combination of all four language competencies

21. A “living” record of their language learning progress

23. Components of an Informative Speech DELIVERY Eye Contact Volume of Voice Rate of Speech Enthusiasm Adherence to Time Limit CONTENT Attention-Getting Opener (Hook) Preview Organization Supporting Materials Visual Aids Transitions Summary Concluding Remarks

24. Objective Audio/Visual Feedback The Camera Doesn’t Lie Students have sometimes told me, “You didn’t hear me right”. However, once students start developing the ability to hear their own speaking errors after giving numerous and varied presentations, they begin to develop an ear for themselves.

25. The 4 Language Competencies Reading Speaking Writing Listening

26. A Living Progress Record Student #1: “But you can record this and listen by yourself. You will find it’s very different; I think it’s very useful.”

27. A Student’s Perspective on why Video Portfolios are Effective “Everybody know about this…we have learned it for 7 or 8 years, so we know. If you give me some examination, I can do it right, but when I speak it [it’s] totally different.” -Student

28. Part 2: Perspectives and Practices Ms. Candice Quiñones

29. Teaching with Video Portfolios 3 classes Summer – Step Up Speaking and Listening Fall – ABE 302: Speaking and Pragmatics Spring – Step Up Speaking and Listening

30. Portfolio Elements Pre and Post Assessments Video Journal Movie Projects Video-Taped Presentations Video-Taped Homework Assignments Self-Assessment (Video Essay)

31. Projects Promo Video Theme Video Interviews News Report Mini-Videos Demonstrations

32. Evaluation General Rubric Teacher Peer Self

33. Length/Time Visuals: Use of PPT, Props, and Multimedia Attire Eye Contact Posture and Body Language Clarity of Speech Volume Pronunciation, Rhythm, and Word Stress Mastery of Topic Presentation/Video Content Overall General Rubric Criteria

34. Student Self- Assessments

35. Evidence of Progress Over Time

36. Thoughts on Video Portfolios

37. Any Questions?

38. Contact information Ms. Candice Quiñones – cjq208@lehigh.edu Ms. June Rose – june.rose@lehigh.edu