LinguaFolio%20A%20Tool%20for%20Reflective%20Learning%20

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LinguaFolioA Tool for Reflective Learning
Student Self-AssessmentAccountability
ConferenceFebruary 11, 2008

• Helga Fasciano
• NC Department of Public Instruction

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Today we will.Discuss Balanced
AssessmentELP and LinguaFolio ResearchShare
ESL LinguaFolio Pilot
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LinguaFolio

• is a standards-based, self-directed formative
  assessment tool that records ongoing learner
  progress and, along with external summative
  assessment results, provides a comprehensive
• view of student performance.

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A Comprehensive Balanced Assessment System
Aligned to State Standards
Statewide Assessments (Summative)
Interim/Benchmark Assessments (Summative)
Classroom Assessment (Formative and Summative)
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Focus on the Importance of Classroom Assessment

• Classroom assessment guides students judgment
  of what is important to learn, affects their
  motivation and self perceptions of competence,
  structures their approaches to and timing of
  personal studyconsolidates learning and affects
  the development of enduring learning strategies
  and skills. It appears to be the most potent
  force influencing education
• Crooks (1988)

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Formative Summative Assessment Options
Benchmark ELP STAMP End-of-Course exam
OPI Performance task

• Self-assessments
• of language
• competencies and
• intercultural
• experiences
• Work samples

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LANGUAGE BIOGRAPHY Language learning
background Can-do statements Learning goals

• PASSPORT
• Summarized
• snap shot of self-assessments
• Record of summative external assessment results

• DOSSIER
• Text, audio,
• and digital
• work samples

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LinguaFolio allows learners

• to examine their language competencies
• to consider their cultural interactions
• to develop reflective learning skills
• to manage their own language learning
• provide a holistic view of their language
  performance

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European Language Portfolio
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Common Scale of Reference(CSR)

• a description of what people can do at 6
  different levels of language performance and
  competence

B-Independent User
C-Proficient User
A-Basic User
A1 A2 B1 B2 C1 C2
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Watching TV and Film

• C1/C2 Can follow films employing a considerable
  degree of slang and idiomatic use
• B2 Can understand most TV news and current
  affairs programs
• B2 Can understand a large part of many TV
  programs on topics of personal interest
• B1 Can follow many films in which visuals and
  action carry much of the story line language is
  straightforward
• A2 Can identify main points and follow changes of
  topic of factual TV news items form an idea of
  the main content

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Language Biography Can-dos
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Classroom Activity

• Easily
  With help
• I can identify 5 rooms in a house. __
  __
• I can make a chore list for my
• family members. __ __
• I can answer questions about my
• room. __ __
• I can write a 4-sentence description
• of my house for a realtor.
  __ __

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Reflecting on Interculturality

• Learners also need to be able to self-
• assess their intercultural activities.
• Are learners aware of the multiple aspects of
  culture?
• Do they know where to find and how to engage in
  intercultural activities?

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Research from the ELP pilot

• Increased motivation
• Increased self-confidence
• Increased active learning
• Increased time thinking about learning
• Improved relations between learner/teacher
• Increased parent awareness

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Reflective Teaching

• The teacher
• uses the target language
• helps learners to communicate by scaffolding
  speech
• engages learners in activities that produce
  language
• involves learners regularly in evaluating their
  progress thinking about how they learn

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Reflective Learning

• The learners
• 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.

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Learners reflections include

• connecting what they already know to what they
  are learning
• checking frequently to see what they can and
  cannot do yet
• determining which activities help them learn most
  effectively
• setting small, achievable goals
• planning and monitoring future learning

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Student Self-Check

• What am I learning?
• Why am I learning it?
• How am I learning it?
• How successful is my learning?
• How can I demonstrate my learning?
• What am I going to do next?

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Student Reflection Activity

• About my learning
• I have learned
• I can
• I am good at
• I havent managed
• I dont understand
• I have difficulty in

• About the lessons
• I like best
• The most interesting thing is
• I dont like
• The most boring thing is

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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

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LinguaFolio Nebraska Study

• Dr. Ali Moeller, University of Nebraska
• the impact of goal setting on student achievement
• the role of self-assessment
• the implementation of LF as an
• assessment tool to promote
• articulated K-16 language programs

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ESL LinguaFolio

• NC districts volunteered to explore possibilities
  in 2007
• ESL teachers and coordinators trained and began
  task of adapting checklists to meet the needs of
  ESL learners

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ESL LinguaFolio

• Created 3-5, 6-8, and 9-12 checklists
• Spring pilot focusing on advanced level students
• Continue the collaboration with other states
  Georgia, Kentucky, Nebraska, South Carolina and
  Virginia

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Next Steps

• Work with national experts on TESOL standards
  alignment
• Spring pilot participants will review and revise
• Online professional development opportunities

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Resources

• European Language Portfolio
• http//culture2.coe.int/portfolio/
• LinguaFolio 5-State Pilot
• http//www.doe.virginia.gov/linguafolio/
• LinguaFolio Nebraska
• http//www.nde.state.ne.us/FORLG/PreK16.htm
• National Council of State Supervisors for
  Languages
• http//www.ncssfl.org

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Contact

• Helga Fasciano
• Section Chief, K-12 Programs
• 919-807-3864
• hfascian_at_dpi.state.nc.us