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SABES Home> Resources> Publications> Adventures

[Adventures in Assessment logo]

Volume 6 April 1994

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CONTENTS

Introduction: Volume 6
Loren McGrail, Editor

One Step of Inquiry:
Documenting the Voices

Lindy Whiton

Portfolio in Maine:
Hello, Massachusetts

Sandy Brawders

Portfolios as Alternative Assessment in a Community-Based ESL Transition Program
Richard Goldberg

Assessment in California: Implementing Alternative Assessment Tools
Byron Barahona

An Analysis of Adventures in Assessment: Images of Participatory Assessment in Adult Education
Cathy Luna

What Counts?
Out of a Pickle: Setting the Stage for Math

Martha Merson

From the Field:
A Response to AIA: Democracy Begins in Conversation

Marilyn Gillespie

Letter:
Affirmation for Pre-Goal Setting

Anne Marie DeMartino

Learning from Experience:
From Minnow to Overachiever

Loren McGrail

Book Review:
Portfolios in the Writing Classroom

Don Robishaw

Mission Statement from the Transformers
Participatory Assessment Team

Survey



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Portfolios as Alternative Assessment in a
Community-Based ESL Transition Program

Richard Goldberg
Asian American Civic Association

Figure 5

When you look at what is in your portfolio, how can you tell your English has improved?
(written during week 17 of a 23 week cycle)

"Since I started learning at this class, I fell my English has improved. Such as when I watch TV and listen to the radio, I can understand more than before. And also I have more confidence to talk with other people. Such as when I go outside I can talk with someone and on the telephone."

"I am working on grammar, writing, essays, reading, idiom and comprehension in ESL Transitional Program. I visited Bunker Hill Learning Center once a week discussion group and worked on the computer… I have improved my English a lot… I can talk English with American people at work. My reading and writing skills are also better then before."

"The time passed very fast, our study is almost finished. When I reviewed my achievement, I found that I made great progress in my English studies. For instance, my reading skills are improving. I read the newspaper, letters and books more often than before, and my writing is improving too. Although I feel writing is still difficult for me, but I still keep doing it, after I finish each essay I feel very happy…
I'm very sorry that the class end very soon, and we'll go to Bunker Hill College to continue our study, it will be another exciting day!"

 

Progress Checklist -Fig.1
Individual Educational Plans - Fig. 2
Placement - Fig. 3
Excerpts on Defining goals - Fig. 4
Portfolios and Improvement - Fig. 5

This article was published in Adventures in Assessment, Volume 6 (Spring 1994), SABES/World Education, Boston, MA, Copyright 1994.

Funding support for the publication of this document on the Web provided in part by the Ohio State Literacy Resource Center as part of the LINCS Assessment Special Collection.

 

 

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