Why is project-based and portfolio assessment particularly suitable for sheltered classes?

Project-based and portfolio assessments are particularly suitable for sheltered classes because they effectively accommodate the diverse learning needs of students. In sheltered classes, students come from varied linguistic backgrounds and possess different levels of proficiency in English. These types of assessments allow learners to demonstrate their understanding and skills in ways that are not solely reliant on language proficiency.

For instance, project-based assessments give students an opportunity to engage with content through hands-on activities, collaboration, and creative expression, minimizing the barrier that language can create in traditional testing environments. Students can work on projects that align with their interests and strengths, which can enhance motivation and learning outcomes.

Similarly, portfolio assessments enable students to showcase a range of work over time, highlighting their growth and the various skills they have acquired. Portfolios can include a mix of written artifacts, artwork, and other demonstrations of knowledge, providing a more comprehensive picture of a student’s abilities. This flexibility is essential for English language learners, as it allows them to draw on their knowledge and skills, making the assessments more meaningful and relevant to their learning experiences.