Portfolio learns to learn

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Portfolio learns to learn

• Acquaintance
• with
• the Portfolio Literacy Dutch as second language
• Willemijn Stockmann - ROC Midden Brabant

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Why a separated portfolio for non literate adults

• The regular portfolio cant be used
• Good experience with adjacent instruments for
  this group (low-educated L2 learners, illiterate
  mother tongue speakers)
• Also in the practice there was a need for a
  portfolio for non literate students.

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Portfolio Literacy NT2

• Framework literacy Dutch as a second language
• Biography
• Checklist
• Dossier

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Framework litarecy NT2 What is it?

• A new level description of three literacy levels
• For technical skills as well as for functional
  skills
• A fit with the European framework .

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The level revedision of the framework.
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Framework litarecy NT2 how does it looks like?

• Describes 3 levels
• (technical) reading
• Graphemes/phonemes
• words
• sentences
• Text
• Tempo and fluency

• (Technical) Writing
• Graphemes /phonemes
• words
• sentences
• Text
• Tempo and fluency
• Principles of literacy

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Framework litarecy NT2 how does it looks like?
(2)

• Auditive skills
• Phonemes in a word
• Words in a sentence
• Sentences
• conversation

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Framework litarecy NT2 how does it looks like?
(3)

• (Functional) reading
• Reading correspondence
• Reading with a orienteering / searching purpose
• Reading to obtain information
• Reading instructions

• (Functional) writing
• Writing correspondence
• Writing notes, messages, forms,
• Free writing

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Why a framework?

• Unambiguous level-classification increases
  transparency
• promotes circulation based on levels
• Supports policy makers
• Supports curriculum development
• Supports material development
• Supports teachers by monitoring of their students
• Supports test development

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Why a new framework??

• Portfolio structures the educational program
  calibrate points are necessary
• The old framework (Blokkendoos) didnt satisfy
  no clear difference between technical and
  functional skills no clear difference between
  levels.
• Fitting to the framework NT2 wished

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Biografy

• (Short) CV of the student
• Who am I?
• What can I?
• Attention for formal and informal learning
• Every adult person can do things, even you
  cant read and write
• Focus on what the student can is good for the
  empowerment
• Self-confidence students learn more effective.

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ChecklistHow looks it like?

• 3 levels (alfa a, b en c)
• From alfa b 3 perspectives
• Participation in society
• Participation in work
• Participation as a parent
• Reading, Writing, Conversation
• With help op examples

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Example(reading alfa a)
I can read how many times I have to use
the medicine.
Tablet 10 mg 1x daags 1 tablet
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Example(writing alfa c, domain work)
A colleague is getting married . I can write a
postcard to congratulate.
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Example(conversation C1, domain social
participation)

• Ali is looking for the city hall.
• Can you ask something
• in the street?

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Why portfolio-assessment?

• Scores on tests are often disappointing
• Portfolio-assessment shows the profit of the
  education
• That is important for
• The student (motivation!)
• The ROC (accounting)
• The local authority (value for money)

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Functional/technical writing
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Functional/technical writing
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More information?

• E-mail
• wstockmann_at_rocmb.nl