Formative Assessment through Formative Assessment through LinguaFolio LinguaFolio for Second Language Learners for Second Language Learners K-12 Program Areas K-12 Program Areas English as a Second Language English as a Second Language and and Second (Foreign) Languages Second (Foreign) Languages
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Formative Assessment through LinguaFolio for Second Language Learners K-12 Program Areas English as a Second Language and Second (Foreign) Languages.
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Formative Assessment Formative Assessment through LinguaFoliothrough LinguaFoliofor Second Language Learnersfor Second Language Learners
K-12 Program AreasK-12 Program Areas English as a Second LanguageEnglish as a Second Language
andand Second (Foreign) LanguagesSecond (Foreign) Languages
Samples of written Samples of written work and projectswork and projects
Certificates that Certificates that indicate language indicate language skillsskills
Video and/or audio Video and/or audio recordingsrecordings
Who are the players?Who are the players? ACTFL (American Council on Teaching of ACTFL (American Council on Teaching of
Foreign Languages)Foreign Languages) ACTFL Proficiency and Performance ACTFL Proficiency and Performance
GuidelinesGuidelines European CouncilEuropean Council Common Scale of ReferenceCommon Scale of Reference National Council for State Supervisors for National Council for State Supervisors for
LanguagesLanguages TESOL – Teachers of English to Speakers of TESOL – Teachers of English to Speakers of
Other LanguagesOther Languages
European Language European Language PortfolioPortfolio
EUROPEAN LANGUAGE PORTFOLIOPORTFOLIO EUROPÉEN DES LANGUES
Use of the European Language Use of the European Language Portfolio is supported by the 29 Portfolio is supported by the 29 organizations of the Association of organizations of the Association of Language Testers in Europe (ALTE) Language Testers in Europe (ALTE) representing 24 languages.representing 24 languages.
EUROPEAN LANGUAGE PORTFOLIOPORTFOLIO EUROPÉEN DES LANGUES
Research from EuropeResearch from Europe
Increased . . Increased . . MotivationMotivation Active learning Active learning Self-confidenceSelf-confidence Time thinking Time thinking
about learningabout learning Teacher creativityTeacher creativity
Improved relations Improved relations between between learner/teacher learner/teacher
Stronger focus on Stronger focus on communicationcommunication
More informed More informed parentsparents
Greater realization Greater realization of language use in of language use in communitycommunity
Dr. Ali Moeller, University of Nebraska, Dr. Ali Moeller, University of Nebraska, is conducting a five year longitudinal is conducting a five year longitudinal study investigating the:study investigating the:
Impact of goal setting on student Impact of goal setting on student achievementachievement
Role of self-assessmentRole of self-assessment Implementation of LF as an Implementation of LF as an
assessment tool to promote assessment tool to promote articulated K-16 language programarticulated K-16 language program
Piloting LinguaFolioPiloting LinguaFolio 5-state pilot during 2005-20065-state pilot during 2005-2006
World languages World languages GA, KY, NC, SC, VAGA, KY, NC, SC, VA LinguaFolio and LinguaFolio Jr.LinguaFolio and LinguaFolio Jr.
LinguaFolio by any other LinguaFolio by any other name…name…
StatesStates LinguaFolio Jr.LinguaFolio Jr. ESLESL
Dual Language ImmersionDual Language Immersion Heritage Language Heritage Language
ESL, dual language/immersion, ESL, dual language/immersion, and heritage language programsand heritage language programs
Collaboration and sharing of Collaboration and sharing of progress through wiki at progress through wiki at http://http://esllfpilot.pbwiki.comesllfpilot.pbwiki.com/ /
Recent & Ongoing WorkRecent & Ongoing Work Collect video clips of teachers, students Collect video clips of teachers, students
and administratorsand administrators
Compile samples of LinguaFolio-like Compile samples of LinguaFolio-like activities (hard copy and/or video)activities (hard copy and/or video)
Gather samples of autonomous learning Gather samples of autonomous learning activities, such as Think-Pair-Share, activities, such as Think-Pair-Share, KWL, exit or admit slips, LF checklistsKWL, exit or admit slips, LF checklists
Recent & Ongoing WorkRecent & Ongoing Work K-2/ Beginning-Entering Revisions based on K-2/ Beginning-Entering Revisions based on
feedback from the 2008-2009 pilot.feedback from the 2008-2009 pilot.
transferring transferring all control to all control to learnerslearners
Does mean. . . Does mean. . . Learners accept Learners accept
responsibility for responsibility for their learning, their learning, review their learning review their learning and evaluate its and evaluate its effectivenesseffectiveness
Learners exhibit a Learners exhibit a capacity for capacity for reflectionreflection
Definition: Can-Do activities Definition: Can-Do activities used in the classroom which used in the classroom which focus on language skillsfocus on language skills
Writing LF-like activitiesWriting LF-like activities1.1. Identify activities that are already Identify activities that are already
I can name 4 objects that can be I can name 4 objects that can be recycled.recycled.
I can answer simple questions about I can answer simple questions about ways to conserve water.ways to conserve water.
I can read an article about recycling I can read an article about recycling water and identify the first 4 steps.water and identify the first 4 steps.
I can watch a TeacherTube video about I can watch a TeacherTube video about gasoline conservation and write a gasoline conservation and write a summary describing how driving summary describing how driving habits can waste gasoline.habits can waste gasoline.
Think about their own learning Think about their own learning through a deliberate step-by-through a deliberate step-by-step processstep process
Gradually develop a useful Gradually develop a useful repertoire of learning repertoire of learning strategiesstrategies
Demystify the learning process Demystify the learning process through ongoing teacher, peer through ongoing teacher, peer and self-evaluationand self-evaluation
Practices that Support Practices that Support Reflective LearningReflective Learning
Cooperative LearningCooperative Learning JournalingJournaling Peer- Assessment and Peer- Assessment and
Setting GoalsSetting Goals Model goal settingModel goal setting
Make it clear that functional Make it clear that functional useuse of language, not grammar of language, not grammar knowledge, is the principle knowledge, is the principle goalgoal
Provide opportunities for Provide opportunities for learners to set their ownlearners to set their own goals goals
Housing LinguaFolioHousing LinguaFolioOn PaperOn Paper NotebookNotebook Individual foldersIndividual folders In the classroomIn the classroom Student keptStudent kept
ElectronicallyElectronically Jump DriveJump Drive CD or DVDCD or DVD Hard DriveHard Drive School ServerSchool Server ClassroomClassroom Computer LabComputer Lab
The Future of The Future of LinguaFolio LinguaFolio
Coming soon . . .Coming soon . . .
Pilot of the NC Pilot of the NC Online Online LinguaFolioLinguaFolio
Web-based Web-based LinguaFolio LinguaFolio training modulestraining modules
The Future of The Future of LinguaFolio LinguaFolio
Coming soon . . .Coming soon . . .
Pilot of the NC Pilot of the NC Online Online LinguaFolioLinguaFolio
Web-based Web-based LinguaFolio LinguaFolio training modulestraining modules
LinguaFolio Online Training LinguaFolio Online Training ModulesModules
1.1. What is LinguaFolio?What is LinguaFolio?
2.2. Building Your Own LinguaFolioBuilding Your Own LinguaFolio
4.4. Reflective Learning and Teaching in an Reflective Learning and Teaching in an Autonomous EnvironmentAutonomous Environment
5.5. InterculturalityInterculturality
6.6. Assessments: Formative and SummativeAssessments: Formative and Summative
7.7. Implementation: Timeline and Goal SettingImplementation: Timeline and Goal Setting
LinguaFolio Training LinguaFolio Training WebsiteWebsite
IntroductionIntroduction Training ModulesTraining Modules GlossaryGlossary Mouse-over descriptions or additional Mouse-over descriptions or additional
informationinformation Video clips and responses from usersVideo clips and responses from users Training Portfolio ChecklistTraining Portfolio Checklist
BenefitsBenefits AccessibilityAccessibility
24-724-7 AnywhereAnywhere
FlexibilityFlexibility IndividualIndividual School or district PDSchool or district PD Department or PLCDepartment or PLC
THATTHAT records ongoing learner progress records ongoing learner progress Student-selected evidence to validate Student-selected evidence to validate
proficiency self-assessment, and proficiency self-assessment, and provides a comprehensive provides a comprehensive
view of student performanceview of student performance
ResourcesResources NCDPI English as a Second LanguageNCDPI English as a Second Languagehttp://esl.ncwiseowl.org/resources/http://esl.ncwiseowl.org/resources/
state_led_l_e_p_initiatives/ or state_led_l_e_p_initiatives/ or http://esl.ncwiseowl.org/ > Resources > State Led LEP http://esl.ncwiseowl.org/ > Resources > State Led LEP
InitiativesInitiatives NCDPI Second (Foreign) LanguageNCDPI Second (Foreign) Languagehttp://seclang.ncwiseowl.org/resources/lingua_folio/ or http://seclang.ncwiseowl.org/resources/lingua_folio/ or http://seclang.ncwiseowl.org/ > Resources > LinguaFoliohttp://seclang.ncwiseowl.org/ > Resources > LinguaFolioList on left has links to all versions of LinguaFolioList on left has links to all versions of LinguaFolio LinguaFolio at National Council of State Supervisors LinguaFolio at National Council of State Supervisors
For Languages (NCSSFL)For Languages (NCSSFL)http://www.ncssfl.org/links/index.php?linguafolio orhttp://www.ncssfl.org/links/index.php?linguafolio orhttp://www.ncssfl.org/ > LinguaFolio http://www.ncssfl.org/ > LinguaFolio