REPULSE BAY, Hong Kong—Located on the south side of Hong Kong with vistas of both mountains and ocean, Hong Kong International School lives up to its name. The 2,700 students come from more than 40 countries, and teachers also bring diverse backgrounds to the school community. Teachers Michael Lambert and David Carpenter are using a variety of strategies and technologies to make sure their students in grades three and four develop the skills to communicate their ideas with a variety of audiences.

"The Age of Communication," Lambert suggests, "surrounds us like the wind of an approaching typhoon. This new age so envelops our lives that we sometimes have difficulty deciphering the information coming at us. We also can face difficulties in communicating our message to others."

In this classroom, students study traditional subjects such as math, science, and language arts. In all subject areas, students also concentrate on what teachers call "the art of speaking: voice projection, eye contact, gestures, and use of words."

Teachers use student portfolios as a tool for both assessment and instruction. By adding videotapes and still photos of student presentations to the portfolios, teachers have found a way to ensure that oral presentations are not merely "looked at once and then never seen again." Indeed, students and their families often look at the portfolios again and again, reflecting on progress over time and ways to improve performance in the future.

Lambert explains how the video portfolios work: "Every month, students record a two- to three-minute piece on their individual videotape. The camera is connected to the VCR and then recorded directly to the tape. Each student watches his or her video portfolio with two classmates. After viewing, students give the speaker two positive comments and one specific suggestion for improvement."

The student receiving feedback reflects on the peers' suggestions, then writes a reaction in a personal journal. "The students initially are very hesitant to watch themselves," Lambert says, "but with supportive comments from their peers, soon they move past the 'shy' mode to the 'opportunity to improve' mode. It then becomes a learning experience."

Once a month, students take home the video portfolio and parents watch the tape with their child. "Often, parents rewind the video to the beginning, watching their child's previous pieces. Parents as well as the students can see the progress," he says, "and students are also quick to see the areas of specific focus for the next video piece. Watching the portfolios becomes a family activity, with all members involved in the learning process."

The assignment that students choose to tape for their portfolio might be a book review, a reading from a language arts journal, poems they have written, or their reflection on a completed class project. Even physical education activities are documented with both videos and still digital photos. When students are asked to add a commentary about the PE activity, Lambert says, "it really pushes kids to tell the story behind the photos and use their creativity in a verbal form."

Students also keep a "paper portfolio," including written work samples. Digital still photos are saved as electronic slide shows. At parent conferences, students use the paper, digital, and video records to share what they have learned. "Each style of portfolio has its advantages," Lambert says. "All are useful for the process of reflection and serve as a model." The open classroom has 21 networked computers for 66 students, as well as a video camera and digital camera. All students have computer access at home, as well. Student portfolios are stored on a class Web site, making them accessible from home or school.

Teachers find that the portfolios offer students immediate feedback to guide their learning. "They see, rather than hear the teacher tell," Lambert explains. A girl named Maxine, for instance, recorded an example of her work and asked her teacher for his reaction. Lambert told her, "Go watch it on the VCR." She reviewed her videotape with two classmates. "The smiles told the story," Lambert says. And so did the girl's response: "Wow, I really improved from last time. Last time I watched it with my parents and we decided that I needed to use more expression. I really tried this time, and I did it."