Classroom-Based Assessment 1: Examples from my Student Language Portfolio (SLP)

Over the three years of junior cycle, each student develops a language portfolio. The SLP SLP
Student Language Portfolio will be a collection of work created by students over time. Students will begin developing their SLP SLP
Student Language Portfolio at the beginning of first year. Work associated with the SLP SLP
Student Language Portfolio occurs as part of everyday classroom practice. In second year, students will choose three pieces in a variety of media from those compiled over time and present them for assessment in the first Classroom-Based Assessment: Examples frommy Student Language Portfolio. This Classroom-Based Assessment offers students an opportunity tocelebrate their achievements to date as increasingly confident and competent language users. Over time, each student will create a broad range of items to reflect their language learning journey across the three strands. As the student learns to interact in the target language, they complete tasks and activities across the personal, educational and public domains of language use (see appendices for further supports). They will document their progress by creating simple written, spoken and multimodal texts such as posters, infographics, blogs, videos, podcasts, etc. Due to the unique and personal nature of the SLP SLP
Student Language Portfolio , texts may be presented in different formats—handwritten, digital, multimodal, and so on. These examples are not exhaustive but serve to indicate that the collection of texts should be a varied one which values all modes of communication. 

Students learn a lot from the process of using a portfolio to document and reflect on their language learning. The language portfolio will also include learning goals and student reflections to document and monitor their progress over time. Through regular peer and teacher feedback on their work they will develop confidence in interaction and an awareness of the process of language learning as well as themselves as language learners.

EVIDENCE OF LEARNING

The first Classroom-Based Assessment: Examples from my Student Language Portfolio offers students a chance to celebrate their achievements as language learners by choosing three pieces in a variety of media from those compiled over time and presenting them for assessment in second year. 

In the majority of cases, the work in the student’s collection will arise from normal classroom practice throughout first and second year. In completing CBA CBA
Classroom-Based Assessment 1 students demonstrate their communicative ability, language awareness and socio-cultural knowledge and intercultural awareness Intercultural awareness
An awareness of the student’s own and other cultures, values and beliefs. It builds understanding, empathy, respect, and acceptance of other people and cultures by focusing on the development of specific knowledge, attitudes and skills. to create texts in the target language for the purpose of communication.
The focus of this CBA CBA
Classroom-Based Assessment is the developmental and incremental nature of language learning. This is best supported when work associated with the SLP SLP
Student Language Portfolio is an integral part of classroom practice and students
are encouraged to draw on their interests and play to their strengths. In completing this CBA CBA
Classroom-Based Assessment , each student selects three texts for assessment from the portfolio they have created over time. The three pieces should demonstrate students’ ability to use the target language for the purpose of communication in real-life situations in line with the learning outcomes of the specification and the features of quality. The three pieces chosen should represent a student’s best work and reflect the multi-modal nature of communication and the interconnected nature of the three strands. Students are free to choose any three items they have created, as long as:

• at least one item is in oral format¹⁴ (a spoken piece or audiovisual piece)
• at least one item demonstrates socio-cultural knowledge and/or intercultural awareness Intercultural awareness
  An awareness of the student’s own and other cultures, values and beliefs. It builds understanding, empathy, respect, and acceptance of other people and cultures by focusing on the development of specific knowledge, attitudes and skills. ¹⁵
• the three pieces reflect a variety of presentation modes.

A student reflection must be included with each of the three texts chosen for assessment purposes. This is intended to give students the opportunity to set out a brief statement on the purpose of the communication for items they have chosen and asks the students to indicate what they have learnt from the process and what they might do differently in the future. The student reflection may support teachers when using the Features of Quality for CBA CBA
Classroom-Based Assessment 1 (see Assessment Guidelines).

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¹⁴ Students may present more than one item in oral format as long as items reflect a variety of presentation modes (audio, audiovisual, multi-modal etc).
¹⁵ Due to the integrated nature of the strands and the social nature of language, it is likely that more than one item will demonstrate some intercultural awareness Intercultural awareness
An awareness of the student’s own and other cultures, values and beliefs. It builds understanding, empathy, respect, and acceptance of other people and cultures by focusing on the development of specific knowledge, attitudes and skills. . In this case, the student reflection note may support students in explaining their choices.