ENHANCING SELFASSESSMENT THROUGH PORTFOLIO

1
ENHANCING SELF-ASSESSMENT THROUGH PORTFOLIO

• Luisella Leonzini
• University of Trieste
• SEMINARIO AICLU
• EUROPEAN LANGUAGE PORTFOLIO
• Trieste 5 ottobre 2007

2
ELP in the Language Process
Teaching process
Teacher
ELP
Student
Learning process
3
ELP and the learner-centred curriculum

• From a teacher-centred to a learner-centred
  curriculum
• The ELP as a tool which provides
• Language acquisition as a continuous process
• Teacher/learner sharing objectives and goals
• Task-based negotiation
• Learner needs and priorities

4
ELP and the autonomous learner

• The autonomous learner
• is
• responsible
• concentrated
• diligent
• motivated
• conscious
• reflective
• self-critical

5
ELP and the autonomous learner

• The autonomous learner
• is responsible for Language Learning (Holec,
  1979)
• reflects critically and makes decisions (Little,
  1991)
• can plan, monitor, and evaluate his/her learning
  process
• is capable of explaining why, what, how he/she is
  learning (Dam, 1995)
• uses the target language as medium of classroom
  communication, channel of learning, and tool for
  reflection (Little, 2004)

6
ELP and the autonomous learner

• Does learner autonomy arise spontaneously?
• No
• It is the product of social interaction
• The teachers intervention is needed

7
Teachers role and learners role
8
Autonomy and Motivation

• What makes learners involved in the process
  towards autonomy?
• Motivation
• (intrinsic motivation)

9
ELP and Motivation

• How are learners motivated to learn and how to
  become autonomous?
• teacher motivation
• stimulating activities
• appropriate materials
• informational events
• and
• The European Language Portfolio

10
ELP and self-assessment

• Self-assessment is the result of
• conscious and focussed reflection
• planning
• performing
• monitoring
• (Little, 2001)

11
ELP and self-assessment

• What are learners allowed to self-assess through
  ELP?
• As a pedagogical and linguistic tool it can
  assess
• Knowledge
• Accuracy
• Communicative fluency

12
ELP and self-assessment

• What are learners allowed to self-assess through
  ELP?
• Bibliography
• their learning process-progress
• how they are developing
• how they are successful/unsuccessful in language
  performance

13
ELP and self-assessment

• What are learners allowed to self-assess through
  ELP?
• Passport
• their linguistic and communicative competence
• Dossier
• A selection of materials which best provide
  evidence of what they can do in L2

14
Formative and summative self-assessment

• Learners can provide valid and reliable input
  into the
• assessment of their performances if they know
  what
• they are assessing
• Formative self-assessment development-oriented
• Summative self-assessment performance-oriented

15
Formative and summative self-assessment in the ELP

• Reporting function
• recording acquired skills, documenting linguistic
  
• outcomes
• Pedagogical function
• reflecting, designing, monitoring and evaluating
• learning development

16
The Project Fostering the ELP as a resourceful
tool to develop self-assessment in foreign
language learning

• University of Trieste, Italy
• Academic Years 2004-2005, 2005-2006, 2006-2007
• Faculty of Education French course in Social
  Services Degree Course
• Faculty of Education English course in Primary
  Education Degree Course

17
The Project

• Courses
• French course (1st Semester) 50 hours
• English course (2nd Semester) 30 hours
• Students (L1 Italian)
• French course 40 SS
• English course 40 SS
• Linguistic competence
• French course A1
• English course A2-B1
• Goals
• French course A2 (all skills)
• English course B1 (listening, reading, speaking)

18
ASSESSMENT and SELF-ASSESSMENT

• Placement test written, oral, questionnaire
• mid-course test oral, written
• Final examination oral, written

19
The ELP as an agent of change

• First step towards reflection (questionnaire)
• introduction and explanation
• discussion
• awareness-raising
• self-activation
• collaborative action
• students sharing learning progress
• students autonomy

20
The ELP as an agent of change

• It promotes
• self-assessment and responsibility
• Diagnostic, formative and summative assessment
• Self-reflection implicit curriculum (Mariani,
  2001)

21
(No Transcript)
22
Diagnostic self-assessment percentage
23
(No Transcript)
24
Formative self-assessment percentage
25
(No Transcript)
26
Summative self-assessment percentage
27
Final reflections

• The ELP has been integrated in the French Course
  (Social Services Degree Course)
• The ELP has helped LL in raising awareness, it
  has fostered intrinsic motivation
• LL have become more conscious and reflective
• LL and TT discussed and shared the learning and
  teaching language process
• LL have grown responsible and aware of WHY, WHAT,
  and HOW they were learning
• LL experienced self assessment throughout the
  course
• LL have become A2/B1 autonomous learners

28

• luisella.leonzini_at_scfor.units.it