In the Name of Progress:
Student Portfolios for Active Learning
Southern Conference on Language Teaching
Annual Conference
Charlotte, NC
February 24-26, 2005
Julie A. Baker, Ph.D.
Director, Intensive Language Program in French
Department of Modern Languages and Literatures
University of Richmond
Richmond, VA 23173
jbaker@richmond.edu
http://oncampus.richmond.edu/~jbaker
AGENDA
I.
Welcome!
II.
Alternative Assessment in the Second Language Classroom
III.
What is a portfolio and what are its contents?
IV.
Why use portfolio assessment?
V.
Example types of portfolios
a.
b.
c.
d.
e.
VI.
Evaluating Portfolios
a.
b.
c.
d.
VII.
Traditional Writing Portfolios
Skills Portfolios
Senior Portfolios (Capstone/Major)
Cultural Portfolios
Study Abroad Portfolios
Judging mechanics/syntax vs. content and organization
Requiring a Rationale and/or Synthesis
Requiring self-evaluation on the part of the student
Requiring self-reflection on the part of the student
Example questions for student self-reflection
ALTERNATIVE ASSESSMENT IN THE
SECOND LANGUAGE CLASSROOM
“Alternative assessment refers to the procedures and techniques which can be used
within the context of instruction and can be easily incorporated into the daily
activities of the school or classroom” (Hamayan, 1995, p. 213).
Traditional testing
what students can recall
or reproduce
vs.
Alternative assessment
what students can integrate or produce
students show what they can do
Criteria of Alternative Assessment:
1. Documentation of student growth over a specific period of time.
2. Emphasis on student strengths (what they know as opposed to what they
don’t know).
3. Consideration of personal learning styles, proficiencies, educational
background.
Examples of Alternative Assessment:
1. demonstrations, hands-on tasks (kinesthetic)
2. “pictoral products”: maps, drawings, graphs/charts, labels, diagrams,
illustrations (visual)
3. oral interviews, presentations, role plays, storytelling, paraphrasing,
describing (verbal/oral)
4. writing assignments (with prewriting), “reading response logs”, “contentarea logs”
Hamayan, E.V. (1995). Approaches to alternative assessment. Annual Review of Applied Linguistics, 15, 212-226.
Tannenbaum, Jo-Ellen. Practical Ideas on Alternative Assessment for ESL Students.
http://www.ericdigests.org/1997-1/esl.html
WHAT IS A PORTFOLIO AND
WHAT ARE ITS CONTENTS?
Portfolios: to collect samples of student work over time to track progress
“A portfolio is a purposeful collection of student work that exhibits the student’s
efforts, progress, and achievements in one or more areas. The collection must
include student participation in selecting contents, the criteria for selection, the
criteria for judging merit, and evidence of student self-reflection.”
Paulson, F.L., Paulson, P.R. & Meyer (1991). What makes a portfolio a portfolio? Educational Leadership, 48 (5),
60-63.
Possible materials: a collection and a selection of material
1. audio/video of presentations
2. writing samples
3. art work, images
4. checklists (peer evaluation, self-evaluation, teacher evaluation)
Materials for active learning and “dialogue” between teacher and student
1. Introduction or rationale
2. Reflective journals or learning logs (student assessment of performance,
learning, strengths/weaknesses, strategies for skills or for solving problems)
3. Conclusion or synthesis/statement on progress
4. Clear teacher evaluation rubric or measure of evaluation in varying intervals.
Clear feedback.
5. Possible peer review of item(s) included.
Sources:
Hancock, C. R. Alternative Assessment and Second Language Study: What and Why? ERIC Digest:
http://www.ericdigests.org/1995-2/language.htm
Kemp, J. & Toperoff, D. Guidelines for Portfolio Assessment in Teaching English.
http://www.anglit.net/main/portfolio/default.html
Prince George’s County Public Schools Electronic Learning Community. Portfolio Assessment.
www.pgcps.pg.k12.md.us/~elc/portfolio.html
WHY USE PORTFOLIO ASSESSMENT?
Source: Kemp, J. & Toperoff, D. Guidelines for Portfolio Assessment in Teaching English.
http://www.anglit.net/main/portfolio/default.html
Matches assessment to teaching: The products that are assessed are mainly products of class
work and are not divorced from class activities like test items.
Has clear goals: They are decided on at the beginning of instruction and are clear to teacher and
students alike. What will the students be able to do? What do I want students to learn?
Gives a profile of learner abilities.
Depth: enables students to show quality work, which is done without pressure and time
constraints, and with the help of resources, reference materials and collaboration with
others.
Breadth: a wide range of skills can be demonstrated.
Growth: it shows efforts to improve and develop, and demonstrates progress over time.
Is a tool for assessing a variety of skills: written as well as oral and graphic products can easily
be included.
Develops awareness of own learning: Students have to reflect on their own progress and the
quality of their work in relation to known goals.
Caters to individuals in the heterogeneous class: Since it is open-ended, students can show
work on their own level. Since there is choice, it caters to different learning styles and allows
expression of different strengths.
Develops social skills: Students are also assessed on work done together, in pairs or groups, on
projects and assignments.
Develops independent and active learners: Students might select and justify portfolio choices;
monitor progress and set learning goals.
Can improve motivation for learning and thus achievement: Empowerment of students to
prove achievement has been found to be motivating.
Is an efficient tool for demonstrating learning: Different kinds of products and records of
progress fit conveniently into one package; changes over time are clearly shown.
Provides opportunity for student-teacher dialogue.
TRADITIONAL WRITING PORTFOLIO
(example for elementary and intermediate levels)
1. Students choose a folder for keeping all formal pieces of writing.
2. Students are taught strategies for process writing:
Pre-writing techniques
Organization
Content
Vocabulary variation
Grammar
(provide guidelines for what you are looking for, offer transitional vocabulary)
Use of the dictionary and limitations on resources
3. Students write compositions on varying topics. Teacher evaluates in the four
areas. Teacher might use composition symbols to correct grammar.
4. Teacher requires revision directly after draft. OR Teacher requires a revision
after every 2-3 compositions, with student choosing the composition to revise OR
with student revising paper with the lowest grade.
5. After first 2-3 compositions, student writes a reflection statement assessing
strengths and weaknesses.
6. At midterm, students might comment upon what strategies for writing they are
using to improve on each of the four areas above.
7. As a final commentary, students comment on what they think their best entry is.
They also note the extent of their progress/improvement and the tools/strategies
they adopted to get them to their endpoint.
SKILLS PORTFOLIO
(reading, writing, listening, speaking)
This might involve the demonstration of the use of several strategies related to one
particular language skill. What are students able to do?
Examples
Reading
1. I can use cognates/context/word families to decipher words and meanings.
2. I can use my own understanding of the world, titles, images, and headings to infer what I
might be reading.
3. I know how to skim and scan for the main idea.
(artifacts: homework assignments, tests, book/article reports, self-evaluation and reflection)
Listening
1. I can listen for main ideas using my knowledge of the world and the questions given to guide
me.
2. I can “visually read” a video clip and infer information before listening.
3. I can discriminate sounds and infer meaning (singular/plural, masc/fem, etc).
(artifacts: homework and lab assignments, oral comprehension portions of tests and quizzes,
responses to film or video; responses to interviews with partners and group work in class, selfevaluation and reflection)
Writing
1. I can use brainstorming skills to organize thoughts before writing (outlining, clustering,
listing).
2. I can organize my thoughts well and create coherence between ideas (introduction /
conclusion, use of transitional words, use of paragraphs).
3. I provide good content by adding detail, creating a logical chronology, and using examples to
support my ideas.
4. I can vary my vocabulary and sentence structures.
5. I proofread well by checking agreements, spelling, accents, and conjugations.
(artifacts: compositions (see writing portfolio), homework, peer and teacher evaluation, selfevaluation and reflection)
Speaking
1. I try using speaking strategies such as circumlocution, clarifying, and using body language to
get my meaning across in interaction with others.
2. I study and practice pronunciation in an effort to produce correct speech.
3. I understand formal and informal register and know when to use formulas of politeness.
4. I understand the difference between conversational and presentational speech.
5. I understand that “practice makes perfect”, and I participate to my full capacity in group/pair
work, in classroom activities, and in interaction with the instructor.
(artifacts: group/pair work, lab work/homework, participation grades, oral presentations,
interviews, role plays, self-reflection/evaluation)
SENIOR PORTFOLIO
(capstone/major)
The Department of Modern Languages and Literatures
Senior Portfolio Project
http://oncampus.richmond.edu/~rterry/portfolio/index.htm
Portfolio guidelines and material below written and compiled by
Robert M. Terry, Professor of French, University of Richmond
Overview
We embark on the study of languages, literatures, and cultures for different reasons and with
many different aims. Some students major in languages in order to pursue career goals or to lend
an added dimension to another area of study, such as History or International Relations; others,
to gain a deeper understanding of their own heritage or to cement their connection with a
multilingual community; yet others, to respond to the intellectual and aesthetic challenges posed
by writers and artists from different periods and cultures.
I have chosen to major in [language] in order to fulfill my own personal, professional, and
intellectual goals. This portfolio project enables me to discuss those goals with others, to chart
my progress, and to reflect upon the changes in my way of thinking about the world brought
about by language study.
What’s in the Portfolio?
The Portfolio documents significant experiences and projects, both academic and extracurricular,
relating to each of the five goals in the National Standards for Foreign Language Learning:
Communication, Cultures, Connections, Comparisons, and Communities. (See the the National
Standards page for a description of each of the goals.)
My Portfolio
My Portfolio contains the following information and materials:
You may decide to organize your portfolio according to the five goals themselves, or in whatever
way makes the most sense to you, as long as it is clear how the five goals have been met. The
major portfolio should contain:

A table of contents.

An introductory essay explaining the organizational principle behind the portfolio
and giving an overview of your work in your major (reasons for undertaking the
major, important goals and milestones, changing perceptions).

A statement relating the artifacts contained in the portfolio to the goals of the
National Standards.

A transcript of courses studied toward the major.

An inventory of activities relevant to the major.

Artifacts: examples of your work. The name emphasizes their role as evidence of
learning. Possible types of artifacts include compositions and drafts, journal
entries, reading responses, tests, research projects, letters, standardized tests and
quizzes, skits and plays on videocassette, speeches and presentations on audio/videocassette, goal-setting worksheets, self-assessment records, reading journals,
creative work including pictures and drawings, photographs of large works, oral
proficiency interview on audio-/videocassette or an official certificate of rating,
class worksheets, and learner reflections. Artifact media might include
paper/cardboard, CD-ROM, computer disk, audio-/videocassette, photographs.

A conclusion
Ask yourself the following questions during the preparation of your portfolio:

How have my language skills in communication — both productive and receptive
(i.e., speaking and writing, reading and listening) — improved? What have I
learned about other literatures, languages, and cultures?

What is the curriculum that I have followed throughout my major? How does my
work in Modern Languages and Literatures relate to other studies, interests, or
career goals?

How have I changed as a person as I fulfilled the requirements for my major?

What have I done during the course of study for my major to demonstrate learning
and to illustrate what I have learned? What artifacts will reveal the learning
process?

What remains for me to do in this area [in which area? The portfolio?]?
Notice that several of these questions call for an analysis of your major program in French,
German, or Spanish (courses and experiences) as well as a synthesis of your complete program at
the University of Richmond.
The portfolio is not to be a simple compilation of samples of work from a variety of courses, but
a documentation of your major program of study that includes reflections, analyses, and
syntheses of the individual components of the program and how they fit together to form a
coherent whole. Selectivity and self-assessment are more important than encyclopedic
completeness.
THE FIVE “C’s”
COMMUNICATION:
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings
and emotions, and exchange opinions.
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers
on a variety of topics.
(Portfolio artifacts may include lists, narratives, or samples of most significant activities or
“breakthroughs” in attaining communicative goals, such as study abroad or participation in the
production of a play; reading journals; conference or research symposium presentations, classroom
presentations and more. Media may include written, audio, or video materials.)
CULTURES:
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and
perspectives of the culture studied.
Standard 2.2: Students demonstrate an understanding of the relationship between the products and
perspectives of the culture studied.
(Portfolio artifacts may include materials documenting participation in social, professional, or
familial practices of the culture; analytic essays dealing with cultural products, either tangible (a
painting, a film, a piece of literature) or intangible (oral tales, rituals, educational/political systems.)
CONNECTIONS:
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign
language.
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only
available through the foreign language and its culture.
(Portfolio artifacts may include work pertaining to a Languages Across the Curriculum project or
target-language research undertaken for work in another department; advanced work within the
discipline of literary and cultural studies; reflections on personal reading in the target language or
encounters with film, broadcast, or internet media intended for members of the target culture.)
COMPARISONS:
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of
the language studied and their own.
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of
the cultures studied and their own.
(Portfolio artifacts might include coursework in linguistics or translation; a discussion of insights
into the native language gained via advanced study in grammar or composition courses in the target
language; experiences or training in cross-cultural communication; reflections and analysis of
cultural issues attendant on the workplace, social interaction, or in literary and artistic traditions.)
COMMUNITIES:
Standard 5.1: Students use the language both within and beyond the school setting.
Standard 5.2: Students show evidence of becoming life-long learners by using the language for
personal enjoyment and enrichment.
(Portfolio artifacts may include documents pertaining to the use of the language for job, internship,
or volunteer work/ service learning; opportunities to interact with native speakers either at home or
abroad; the significance of the language for personal enrichment via cultural events, music, sports,
interpersonal relations, personal reading.)
CULTURAL PORTFOLIO
There is more to learning a language than what is done in the classroom. Culture influences how we view
and use language in a certain context. In addition, an understanding of the cultures in which French is
spoken as an important, if not an official language, allows us to understand the language even better.
This project is to be FUN. You should do something that interests you and that caters to your
individual learning style (visual, verbal, kinesthetic).
You have two portfolio options:
OPTION 1: la vie culturelle
Pick a theme or topic of French culture that interests you, something that you want to learn more about.
Below you will find some cultural topics to be treated as well as the requirements of this portfolio option.
Possible cultural topics:
Literature:
-genres: theater, poetry, novels
-literary movements
-women writers, avant-garde, etc.
Cinema/Television:
-films and film reviews
-actors and actresses
-programming and news
Art:
-artists
-artistic movements
-famous museums, paintings
Music:
Society:
-youth in France/Francophone country
-politics: political parties, problems
-social movements: feminist, worker,
nationalist, ecological
-educational system
Geography:
-regions of France
-climate
-flag
Industry:
-fashion
-significant exports
-monetary issues
Cuisine:
Work and family:
-the work week
-perspectives on work, family, free time
-family trends, cultural particularities
-eating meals
Tourism:
-sites
-nightlife
-attractions
-activities
-accommodation and transportation
-restaurants
-genres
-artists
-regional dishes
-wines
-cheeses
REQUIREMENTS:
1) You must have SIX (6) entries (at least TWO (2) written in French).
2) You should treat something from at least THREE of the categories above.
3) You need to have an introductory page that serves as a Rationale for why you chose to create the
portfolio you have created.
4) You need a conclusion or summary page mentioning what you have learned from this
project and giving your general closing remarks or impressions.
5) We will meet to discuss your ideas the week of XXX during my office hours.
6) The final project is to be handed in on XXXX.
Examples of entries:
You are interested in art and musical composers. You then might choose to look at Monet and Debussy.
You could do 1, 2) an entry on each of their lives/biographies; 3) research and comment on a painting by
Monet; and 4) play or listen to a piece by Debussy and provide commentary. You could continue the
overall theme of these two men by discussing 5) the social atmosphere that prevailed when these men
were alive; or even describe and research 6) the regions of France they come from or a regional specialty
that Debussy or Monet might have eaten! That makes six entries just there! It might be best, as seen in
this example, to pick some overall theme and then tailor your entries to fit it.
Other examples of entries:
1. Renting a French or Francophone film and writing a response of about a page to it. You could include
your reaction to the movie and/or then comment on a French review of the same movie. How do they
compare?
2. Prepare a French food or specialty. You could bring it to class to share! Then you could write about
how you prepared it, why it is important in France, where it comes from, etc.
3. You might submit a recording of you singing or playing a piece of music by a French/Francophone
composer. You could sing it or play it for the class if you like! You could also write about the
piece— what is evoked by it, what the inspiration for it was, why it was or still is significant, etc.
**Think about visuals, pictures, or photos that might supplement and enhance whatever you
decide to write about. You might also label your entries to show you indeed have SIX (6)
clear submissions. Organizing this project well is important. You might think of including
something like a table of contents as a guide, or using dividers of some kind.
OPTION 2: la Francophonie
This project is similar to the one above, but it requires you first to choose a French-speaking country or
region besides France. You will then submit six entries that consider more specific areas of its culture.
Possible Countries or regions:
L'Amérique du Nord: Le Québec, la Louisiane
Le Caraïbe: Le Haïti
L'Europe: La Belgique, le Luxembourg, la Suisse
Les DOM-TOM: La Guadeloupe, la Martinique, le Tahiti/la Polynésie française, la Réunion
L'Afrique: Le Sénégal, le Maroc, la Tunisie, l’Algérie, le Cameroun, la Côte d’Ivoire
any other French-speaking African country, but clear it with me first.
Possible cultural topics:
Literature:
-genres: theater, poetry, novels
-literary movements
-women writers, avant-garde, etc.
Cinema/Television:
-films and film reviews
-actors and actresses
-programming and news
Art:
-artists
-artistic movements
-famous museums, paintings
Music:
Society:
-youth in France/Francophone country
-politics: political parties, problems
-social movements: feminist, worker,
nationalist, ecological
-educational system
Geography:
-regions of France
-climate
-flag
Industry:
-fashion
-significant exports
-monetary issues
Cuisine:
-regional dishes
-wines
-cheeses
Work and family:
-the work week
-attitudes towards work, family, free time
-family trends, cultural particularities
-eating meals
Tourism:
-sites
-nightlife
-attractions
-activities
-restaurants
-accommodation and transportation
-genres
-artists
For example, you might choose the province of Quebec. You might have an overall theme of a week's
stay as a researcher for a popular tourist guidebook publisher in Quebec City or Montreal and submit
entries as to what you have discovered as you experienced different aspects of the "québécois" culture
(music, cuisine, social atmosphere, art, etc.).
Requirements:
These are the same as for Option 1:
1) You must have SIX (6) entries (at least TWO (2) written in French).
2) You should treat something from at least THREE of the categories above.
3) You need to have an introductory page that serves as a Rationale for why you chose to create the
portfolio you have created.
4) You need a conclusion or summary page mentioning what you have learned from this
project and giving your general closing remarks or impressions.
5) We will meet to discuss your ideas the week of XXX during my office hours.
6) The final project is to be handed in on XXXX.
**For this option: My personal web page has a link ("La Francophonie: sites d'Internet") with a list of
numerous sites for more information on Francophone countries and areas. Feel free to use these as you
explore!
*The important thing is to have fun with culture and language!
Do something that interests you!
Show your creative talents!
STUDY ABROAD PORTFOLIO
RATIONALE (complete description of portfolio to appear on my website)
TEXT: Dowell, Michele-Marie and Mirsky, Kelly P. (2003). Study Abroad: How to Get the
Most Out of Your Experience. New Jersey: Prentice Hall.
BEFORE LEAVING: (was due at second orientation meeting)
1) a list of information on the region of study/travel;
2) a list of facts about their own country so as to explain social, political, and historical
institutions to others;
3) options for filling out contact information, an address book, a packing list, information on
financial matters, and further personal preparation.
Most importantly:
1) a statement of the rationale and reasons for choosing the program / travel abroad;
2) a statement of general goals set and HOW they plan on achieving them, including language
learning goals as well.
*These last two statements (the rationale and the goals) are the frontispieces of the portfolio.
College or AP: The final "pre-task" of the portfolio is to write a proposal for what the text terms
a "Professional Interest Project". The text guides students through setting objectives, designing
specific actions to take, setting outcomes, and thus planning the project, using two student cases
as examples. This project should tie to a student’s major/area of study, future career path, and/or
outside interests, and should be interesting, enjoyable, and rewarding. Before leaving, students
write a one-page proposal for the project.
WHILE ABROAD:
1) Students keep a journal, with pages provided in the textbook. This journal need not include a
personal account of daily experiences. However, it MUST include four things:
a)
b)
c)
d)
language learning for the day (vocabulary, grammar, idioms, slang);
cross-cultural observations;
daily contributions to personal goals set before leaving;
daily contributions to the Professional Interest Project.
2) comment in the text about their new environment or routine, fitting in, dealing with culture
shock, being a foreigner abroad, and stress management.
3) update what they found on the host region to conform to the actual conditions there.
4) give a progress report on their Professional Interest Project.
5) complete TWO "cross cultural" activities the text recommends (i.e. interview a local student
about the educational system, attend a sporting event and describe it, consider the
programming on TV/radio, etc.).
6) complete their Professional Interest Project
7) produce a one to two page write-up of the results and findings of this project, as well as a
one-page assessment of the project and statement of how they plan to continue the work
beyond the time abroad.
UPON RETURN:
1) a reflection on the feelings associated with “re-entry”, the changes they might
make once back, the traditions adopted from their host country;
2) a reflection on the ideas they now have about their home country;
3) a reflective and summary statement on the whole of the journal entries;
4) a one-page reflective and summary statement on the maintenance of language
learning goals once back;
5) a one-page reflective and summary statement of the goals they achieved/did not achieve
during study abroad.
BENEFITS:
The hope is that through such reflection during the entire process of study/travel abroad, through
different projects, reflection statements, and a progressive assessment of goals and progress, we
are able to:
1) assess the impact of the program/trip on student learning of language and culture;
2) offer students a personal and unique manner of alternative assessment;
3) offer students a testimony and evidence of progress and growth;
4) offer students a record of experience in a process-oriented task of structured and diverse
reflection
EVALUATING PORTFOLIOS
“Portfolios offer a way of assessing student learning that is different than
traditional methods. Portfolio assessment provides the teacher and students an
opportunity to observe students in a broader context: taking risks, developing
creative solutions, and learning to make judgments about their own performances.”
Paulson, F.L., Paulson, P.R. & Meyer (1991). What makes a portfolio a portfolio? Educational Leadership, 48 (5),
60-63.
1. Evaluating grammar/vocabulary vs. content/organization
2. Requiring a rationale
3. Requiring a synthesis
4. Requiring self-evaluation on the part of the student
5. Requiring self-reflection on the part of the student
Examples of simple rubrics for writing skills, oral/aural skills, process writing:
Kemp, J. & Toperoff, D. Guidelines for Portfolio Assessment in Teaching English.
http://www.anglit.net/main/portfolio/default.html
More rubrics: National Capital Language Resource Center. Portfolio assessment in the Foreign Language
Classroom. Summer 1997 Second Draft. For more information: http://www.nclrc.org/
Questions for Student self-reflection
(that can be adapted and implemented for the classroom)
For individual entries or for the entire portfolio:
What I like best about this work…
What I like least about this work…
If I completed this work again, I would...
I included this work in my portfolio because…
From this work, I learned…
I would like to learn more about…
More reflection:
What were your initial goals for this portfolio?
What are your strengths in writing (reading/listening/speaking) that you
find in the entries of your portfolio? What might be some weaknesses?
What do you see when you look at your earlier work?
What is the entry of which you are most proud? Why?
What might you continue to work on in your continued study of the
language?
Did you achieve your goals set at the onset of your portfolio work?
Why or why not?
Helpful source: Parker, Gene Jr. The Nuts and Bolts of Portfolio Assessment. Arkansas Foreign Language
Teachers Association Spring Conference. April 8. 1994.
Cultural Portfolio Example Evaluation Form
ENSEMBLE
Sources cited clearly
/10
Organization and structure
/10
All entries center around chosen theme
/10
Three entries in French
/5
Three different categories represented
/5
TOTAL:
/40
COMMENTS:
INDIVIDUAL ENTRIES: ENGLISH (X4)
Content and information conveyed
/5
Visual aid/support for entry
/5
Clarity in presenting information
/5
Organization of entry
/5
Tie to overall theme/cultural category
/5
TOTAL:
/25
COMMENTS:
INDIVIDUAL ENTRIES: FRENCH (X2)
Content and information conveyed
/5
Visual aid/support for entry
/5
Clarity in presenting information
/5
Organization of entry
/5
Tie to overall theme/cultural category
/5
Use of French (grammar/vocabulary)
/5
TOTAL:
ENSEMBLE:
ENTRIES/ENGLISH:
ENTRIES/FRENCH:
/40
/100
/60
TOTAL PORTFOLIO:
/200
/30