Transcript Formative Assessment through LinguaFolio

Formative Assessment
through LinguaFolio
for Second Language Learners
K-12 Program Areas
English as a Second Language and
Second (Foreign) Languages
LinguaFolio
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standards-based
self-directed
formative assessment tool
THAT
records ongoing learner progress
Student-selected evidence to validate
proficiency self-assessment, and
provides a comprehensive
view of student performance
Balanced Assessments
Formative
Ongoing
Frequent
Usually brief
Not very formal
No grade
Informs instruction
or learning
Summative
Periodic
Measures student
progress
Evaluates mastery of
material or content
Formative Assessment Options
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Quick checks of comprehension
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Work samples
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Self-assessments of language
competencies, including LinguaFolio
checklists
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Reflections on cross-cultural or intercultural
experiences
Summative Assessment Options
ESL
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W-APT
ACCESS
Graded classroom
assessments
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quiz
unit test
performance task
project with a
graded rubric
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Foreign Language
SOPA, STAMP,
NOELLA
ACTFL’s OPI and WPT
AP and IB exams
National Language
Exams
Performance task
Graded classroom
assessments
LinguaFolio allows learners to:
 Examine
their language
competencies
 Develop reflective learning skills
 Manage their own language learning
 Provide a holistic view of their
language performance
 Consider their cross-cultural or
intercultural understanding
LinguaFolio: Passport
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A summary of
language learning
and intercultural
experiences
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Self-assessment
grid
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Linguistic profile
LinguaFolio: Biography
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Language goals
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Language history
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Intercultural
experiences
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Self-assessment
checklists
LinguaFolio: Dossier
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Samples of written
work and projects
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Certificates that
indicate language
skills
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Video and/or audio
recordings
Who are the players?
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ACTFL (American Council on Teaching of
Foreign Languages)
ACTFL Proficiency and Performance
Guidelines
European Council
Common Scale of Reference
National Council for State Supervisors for
Languages
TESOL – Teachers of English to Speakers of
Other Languages
EUROPEAN LANGUAGE PORTFOLIO
PORTFOLIO EUROPÉEN DES LANGUES
European Language Portfolio
EUROPEAN LANGUAGE PORTFOLIO
PORTFOLIO EUROPÉEN DES LANGUES
Use of the European Language
Portfolio is supported by the 29
organizations of the Association of
Language Testers in Europe (ALTE)
representing 24 languages.
Research from Europe
Increased . .
 Motivation
 Active learning
 Self-confidence
 Time thinking about
learning
 Teacher creativity
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Improved relations
between
learner/teacher
Stronger focus on
communication
More informed
parents
Greater realization
of language use in
community
LinguaFolio Nebraska Study
Dr. Ali Moeller, University of Nebraska, is
conducting a five year longitudinal study
investigating the:
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Impact of goal setting on student
achievement
Role of self-assessment
Implementation of LF as an assessment
tool to promote articulated K-16
language program
Piloting LinguaFolio
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5-state pilot during 2005-2006
 World
languages
 GA, KY, NC, SC, VA
 LinguaFolio and LinguaFolio Jr.
LinguaFolio by any other name…
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States
LinguaFolio Jr.
ESL
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Dual Language
Immersion
Heritage Language
Programs
Higher Education
STARTALK
ESL LinguaFolio Pilot
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2008-2009 school year
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ESL, dual language/immersion, and
heritage language programs
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Collaboration and sharing of
progress through wiki at
http://esllfpilot.pbwiki.com/
Recent & Ongoing Work
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Collect video clips of teachers, students
and administrators
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Compile samples of LinguaFolio-like
activities (hard copy and/or video)
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Gather samples of autonomous learning
activities, such as Think-Pair-Share, KWL,
exit or admit slips, LF checklists
Recent & Ongoing Work
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K-2/ Beginning-Entering Revisions based on
feedback from the 2008-2009 pilot.
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ARCC technical assistance .
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CEEE is in the process of giving feedback on
ESL LinguaFolio levels 1-6.
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Roll out K-2/Beginning-Reaching ESL
LinguaFolio late spring.
Reflective Teaching
The Teacher . . .
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Models target language
Helps learners to communicate by
scaffolding speech
Engages learners in activities that
produce oral and written language
Involves learners regularly in reflecting on
their progress and thinking about how
they learn
Learner Autonomy
Does NOT mean. . .
 Self-instruction
 Teacher
transferring
all control to
learners
Does mean. . .
 Learners accept
responsibility for their
learning, review their
learning and evaluate
its effectiveness
 Learners exhibit a
capacity for reflection
LinguaFolio-like Activities
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Definition: Can-Do activities used
in the classroom which focus on
language skills
Writing LF-like activities
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Identify activities that are already
LinguaFolio-like activities
Expand LinguaFolio-like activities to
strengthen language skills
Science-Conservation
LinguaFolio-like Activity
I can name 4 objects that can be recycled.
I can answer simple questions about ways to
conserve water.
I can read an article about recycling water
and identify the first 4 steps.
I can watch a TeacherTube video about
gasoline conservation and write a summary
describing how driving habits can waste
gasoline.
Easily
With
Help
Reflective Learning
The Learners . . .
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Think about their own learning
through a deliberate step-by-step
process
Gradually develop a useful
repertoire of learning strategies
Demystify the learning process
through ongoing teacher, peer and
self-evaluation
Practices that Support
Reflective Learning
Cooperative Learning
 Journaling
 Peer- Assessment and SelfAssessment
 Portfolios
 Problem-Based Learning
 Rubrics
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Setting Goals
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Model goal setting
Make it clear that functional use
of language, not grammar
knowledge, is the principle goal
Provide opportunities for
learners to set their own goals
Housing LinguaFolio
On Paper
 Notebook
 Individual folders
 In the classroom
 Student kept
Electronically
 Jump Drive
 CD or DVD
 Hard Drive
 School Server
 Classroom
 Computer Lab
The Future of LinguaFolio
Coming soon . . .
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Pilot of the NC
Online
LinguaFolio
Web-based
LinguaFolio
training modules
The Future of LinguaFolio
Coming soon . . .
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Pilot of the NC
Online
LinguaFolio
Web-based
LinguaFolio
training modules
LinguaFolio Online Training Modules
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What is LinguaFolio?
Building Your Own LinguaFolio
LinguaFolio-Like Activities
Reflective Learning and Teaching in an
Autonomous Environment
Interculturality
Assessments: Formative and Summative
Implementation: Timeline and Goal Setting
LinguaFolio Training Website
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Introduction
Training Modules
Glossary
Mouse-over descriptions or additional
information
Video clips and responses from users
Training Portfolio Checklist
Benefits
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Accessibility
 24-7
 Anywhere
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Flexibility
 Individual
 School
or district PD
 Department or PLC
LinguaFolio
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standards-based
self-directed
formative assessment tool
THAT
records ongoing learner progress
Student-selected evidence to validate
proficiency self-assessment, and
provides a comprehensive
view of student performance
Resources
NCDPI English as a Second Language
http://esl.ncwiseowl.org/resources/state_led_l_e_p_initiativ
es/ or
http://esl.ncwiseowl.org/ > Resources > State Led LEP
Initiatives
 NCDPI Second (Foreign) Language
http://seclang.ncwiseowl.org/resources/lingua_folio/ or
http://seclang.ncwiseowl.org/ > Resources > LinguaFolio
List on left has links to all versions of LinguaFolio
 LinguaFolio at National Council of State Supervisors For
Languages (NCSSFL)
http://www.ncssfl.org/links/index.php?linguafolio or
http://www.ncssfl.org/ > LinguaFolio
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Contact Information
Glenda Harrell
ESL/Title III Consultant
[email protected]
919-807-3866
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Helga Fasciano
Section Chief,
K-12 Programs
[email protected]
919-807-3864
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Ivanna Mann Thrower
ESL/Title III Consultant
[email protected]
919-807-3860
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Joanne Marino
ESL/Title III Consultant
[email protected]
919-807-3861