Who reviews/evaluates the portfolio? The portfolio is reviewed and evaluated by teachers and leaders at the school. Schools in districts are encouraged to work collaboratively in the development and evaluation of portfolios. Sample Framework and Rubric for Seal Of Biliteracy Qualifying Portfolio Note: Framework developed by subgroup of Seal of Biliteracy Workgroup Objective is to reach the Exemplar level Grade level___________________ Target Language Proficiency Acheived_________ Component Developing Approaching Qualifying Exemplar Self Self assessment Self assessment is Self assessment has The student’s goals Assessment is not reflective, completed, but clear goals and are thoughtful and measurable or lacks clear action evidence of updated regularly. updated steps and benchmarks being Progress is evident. frequently. benchmarks met is apparent Can consist of a Language Learning Goal setting sheet and self assessment checklist: time management, effort, ways to achieve the Can-Do statements, project planning (sample sheets available from LinguaFolio) Can-Do Can-Do Can-Do Can-Do statements The checklist is Statement statements do statements align align with ACTFL completed by the Checklists not reflect work with ACTFL proficiency targets student and and proficiency and the checklist is teacher/supervisor assessments targets and the completed and and shows provided. checklist is linked to evidence competence in the Evaluation is completed in the portfolio desired proficiency not linked to level. Evidence for evidence each Can-Do statement is provided Can consist of a checklist of the Can-Do statements completed by student and Teacher Q: How much of the Can-Dos have to be complete/items checked off? Its departmental choice - not all the Can Do Statements have to be checked off, just the ones the department selects as focus. For ELLs, you can use the WIDA Can Do Descriptors
Who reviews/evaluates the portfolio? The portfolio is reviewed and evaluated by teachers and leaders at the school. Schools in districts are encouraged to work collaboratively in the development and evaluation of portfolios. Sample Framework and Rubric for Seal Of Biliteracy Qualifying Portfolio Note: Framework developed by subgroup of Seal of Biliteracy Workgroup Objective is to reach the Exemplar level Grade level___________________ Target Language Proficiency Acheived_________ Component Developing Approaching Qualifying Exemplar Self Assessment Self assessment is not reflective, measurable or updated frequently. Self assessment is completed, but lacks clear action steps and benchmarks Self assessment has clear goals and evidence of benchmarks being met is apparent The student’s goals are thoughtful and updated regularly. Progress is evident. Can consist of a Language Learning Goal setting sheet and self assessment checklist: time management, effort, ways to achieve the Can-Do statements, project planning (sample sheets available from LinguaFolio) Can-Do Statement Checklists Can-Do statements do not reflect work and assessments provided. Evaluation is not linked to evidence Can-Do statements align with ACTFL proficiency targets and the checklist is completed Can-Do statements align with ACTFL proficiency targets and the checklist is completed and linked to evidence in the portfolio The checklist is completed by the student and teacher/supervisor and shows competence in the desired proficiency level. Evidence for each Can-Do statement is provided Can consist of a checklist of the Can-Do statements completed by student and Teacher Q: How much of the Can-Dos have to be complete/items checked off? Its departmental choice - not all the Can Do Statements have to be checked off, just the ones the department selects as focus. For ELLs, you can use the WIDA Can Do Descriptors