Portfolio learns to learn

Acquaintance

with

the Portfolio Literacy Dutch as second language

Willemijn Stockmann - ROC Midden Brabant

Why a separated portfolio for non literate adults

• The regular portfolio can’t 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.

Portfolio Literacy NT2

• Framework literacy Dutch as a second language

• Biography

• Checklist

• Dossier

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 .

The level revedision of the framework.

Alfa A: read and write in principal all the vowels, including double vowels and consonants in short words and they still spell. Alfa B read the words mend by alfa A automatically and read frequently used consonant clusters and morphemes in its entirety. Alfa C read and write all words except of long and unknown words. Reading and writing is completely automatically.

Framework literacy NT2 Alfa A Alfa B Alfa C = A1

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

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

Auditive skills

• Phonemes in a word

• Words in a sentence

• Sentences

• conversation

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

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

Why a new framework??

• Portfolio structures the educational program; calibrate points are necessary;

• The old framework (Blokkendoos) didn’t satisfy: no clear difference between technical and functional skills; no clear difference between levels.

• Fitting to the framework NT2 wished;

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 can’t read and write;

• Focus on what the student can is good for the empowerment

• Self-confidence students learn more effective.

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

Example(reading alfa a)

Tablet 10 mg

1x daags 1 tablet

easy difficult Not yet I want to learn

I can read how many times I have to use the medicine.

Example(writing alfa c, domain work)

A colleague is getting married . I can write a postcard to congratulate.

easy difficult Not yet I want to learn

Example(conversation C1, domain social participation)

Ali is looking for the city hall.

Can you ask something

in the street?

easy difficult Not yet I want to learn

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)

Functional/technical writing

Functional/technical writing

More information?

• E-mail:• wstockmann@rocmb.nl