How to make the most of Student Self-Assessment and the AIM Portfolio Presentation by Wendy Maxwell

How to make the most of Student Self-Assessment and the AIM Portfolio Presentation by Wendy Maxwell

Portfolio presentations


Assessment as learning is an experience that is an essential part of every language classroom. For years, AIM teachers have ensured that students reflect on their learning – what they know well and what they would like to know better. Assessment as learning opportunities should take place at appropriate times throughout every kit. For example, begin by determining your learning outcomes for a major activity, such as the writing of a story retelling in partners. With your guidance, through total and partial questions, have students develop together the success criteria for this activity. These will be written as ‘can do’ statements…   “Je peux…/Yo puedo…” and will describe exactly what students should accomplish in the activity. Expectations will increase over time with the same activity from one kit to the next.   Our new AIM Kits contain these CAN DO statements to make it a bit easier for you.


Portfolio presentations: ‘Assessment as learning’ opportunities

The portfolio presentation provides the opportunity for students to reflect on their learning. There is a list of success criteria provided for you in the kit and you may, of course, change this or add to it to reflect what your students have set as their success criteria. During the portfolio presentation, not only do students reflect on their learning, but they also proudly share what they have learned with parents, family members and friends. And parents also have the opportunity to witness and celebrate the learning of their child – and to reflect upon it.


What is the Portfolio presentation? – Students take all completed written activities and any other work (such as the play or raps performed and filmed) and place it in a large envelope to take home to parents. You may use the template provided for you in the Mon Portfolio de langues section of our Language Assessment Activities Book. In the envelope students should also place both the student self-assessment sheet, the peer assessment sheet for their play presentation as well as the sheet for parents to reflect on their child’s language acquisition.

Each student makes a presentation to parents/family members and friends. Students present every aspect of their learning, including:

  • reading the play,
  • presenting the play,
  • demonstrating gestures,
  • reading the language manipulation activities,
  • performing the songs and dances,
  • reading story retellings and story extensions.


When does it take place? – Students present at the end of the kit, after all the activities have been completed and corrected. In many cases, students make numerous presentations to various family members and friends, thus benefitting from extensive repetition of the language and positive feedback!


Where is the presentation? – The presentation is typically made in the home of family and friends.


What are other options for portfolio presentations?

Although it is ideal for parents or other family members to give feedback and be the ‘audience’ for portfolio presentations, in some cases, this is not possible.  If this situation arises for one or more students, provide them with the opportunity to present to others, such as adult volunteers at the school, members of the school administration, older students in the school or in neighbouring schools.


Why do we have a portfolio presentation?

It does not matter whether the parents speak or understand the language of instruction. Parents can still make their comments, based on the apparent learning and enthusiasm of their child toward the target language. Usually the comments are very positive – parents are thrilled and amazed that their child is speaking and writing in another language! There are many benefits to the portfolio presentation at the end of a kit. The following are just a few:


  • Students proudly share what they know without comparison to other students.
  • The presentation is a ‘confidence booster‘ for the student.
  • Weak or shy students have an opportunity to ‘shine’ in a more comfortable environment.
  • One or more presentations will reinforce and deepen learning.
  • The presentation provides a purpose for learning and sets goal for students to attain.
  • Parents become involved and aware of learning that has occurred.
  • Parent feedback form provides valuable link between home and school.
  • Portfolio Assessment is key to the student self-assessment process


This is a wonderful opportunity for students to set goals for themselves and to complete the circle of assessment.

The post How to make the most of Student Self-Assessment and the AIM Portfolio Presentation by Wendy Maxwell appeared first on AIM Language Learning.

Leave a comment

Please note, comments need to be approved before they are published.