Welcome to LinguaFolio The Ultimate Inbox LEP Coordinators Meeting January 16, 2007 Helga Fasciano Second Language Consultant “Why is Helga here?” NC Title III Application Question #3.1 What types of ongoing assessments are in place to monitor the progress of LEP students? Assessments Formative Ongoing Frequent Usually brief Not Very Formal Usually no grade Informs instruction or learning Summative Periodic Measures student progress Evaluates mastery of material or content LinguaFolio A language portfolio learners keep throughout their educational and professional careers to document their language competencies in all languages, including heritage languages and English for speakers of other languages to reflect on their intercultural competencies to manage their own language learning LinguaFolio Belongs to the learner not the school/institution Has 3 sections Passport Biography Dossier Transatlantic Dialogue Sponsored by the Goethe Institut Members of Council of Europe Ministries of Education National Council of State Supervisors for Languages (NCSSFL) EUROPEAN LANGUAGE PORTFOLIO PORTFOLIO EUROPÉEN DES LANGUES Common Scale of Reference (CSR) a description of what people can do at 6 different levels of language performance and competence A-Basic User A1 A2 B-Independent User B1 B2 C-Proficient User C1 C2 Research from the ELP pilot Increased motivation Increased self-confidence Increased active learning Increased time thinking about learning Improved relations between learner/teacher Five-State Pilot Georgia, Kentucky, North Carolina, South Carolina, Virginia Teacher Training Field Response Instrument Refinement North Carolina Student Responses “You get to see how much you have improved this year and what I need to work on.” “…got us more involved in what we were doing in class.” “I have a place to put my work to show my mom and friends what I can do .” 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 program 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 Strategies that Support Autonomous Learning Cooperative Learning Journaling Peer Assessment Portfolios Problem-Based Learning Rubrics Activities that help support autonomous learning Admit/Exit Slips Application Cards KWL Learner Logs Think, Pair, and Share 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 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. 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 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? Interculturality Reflections What was your reaction? Why did you react that way? Do you understand? Practical Tips for Using LinguaFolio As a formative assessment Guided by ESL teacher integrated throughout the course As part of the periodic progress check for advanced students Housing LinguaFolio On Paper Notebook Individual folders In the classroom Student kept Electronically Floppy Disk Jump Drive CD Hard Drive School Server Classroom Computer Lab LinguaFolio Versions LinguaFolio Jr. Grades K-2 (NE) Grades 3-8 Reflects outcomebased program goals LinguaFolio Grades 7-16 / 9-16 Reflects personal goals and career plans LinguaFolio IS Ongoing formative assessment For the learner A tool IS Not Summative Assessment A one size fits all To be completed in one day LinguaFolio Questions? Next Steps?