1. Portfolio Case Studies “The Case Study” by Flickr user Binuri Ranasinghe 1

2. European Language Portfolio (ELP) Biography, where information about a learner’s language background, intercultural activities, and the NCSSFL-ACTFL can- do self-assessment statements are published, Dossier, where samples of a learner’s work document progress over time, and Passport, where formal qualifications, certificates or diplomas, and achievements are recorded, along with a summary of self- assessments that describe competency with different languages. http://www.slideshare.net/Ingelesa/eur opean-language-portfolio https://linguafolio.uoregon.edu/home/ about http://www.slideshare.net/sundstrom/le arner-self-assessment-with-lingua-folio- online The Language Passport section provides an overview of the individual’s profi- ciency in different languages at a given point in time; the overview is defined in terms of skills and the common reference levels in the Common European Framework; it records formal qualifications and describes language competen- cies and significant language and intercultural learning experiences; it includes information on partial and specific competence; it allows for self-assessment, teacher assessment and assessment by educational institutions and examina- tions boards; it requires that information entered in the Passport states on what basis, when and by whom the assessment was carried out. To facilitate pan- European recognition and mobility a standard presentation of a Passport Sum- mary is promoted by the Council of Europe for ELPs for adults The Language Biography facilitates the learner’s involvement in planning, reflecting upon and assessing his or her learning process and progress; it en- courages the learner to state what he/she can do in each language and to include information on linguistic and cultural experiences gained in and outside formal educational contexts; it is organized to promote plurilingualism, i.e. the devel- opment of competencies in a number of languages. The Dossier offers the learner the opportunity to select materials to document and illustrate achievements or experiences recorded in the Language Biography or Passport Trinity College Dublin: School of Linguistic, Speech and Communication Sciences  A language passport, which summarizes the owner's linguistic identity, language learning achievement, and intercultural experience, and includes the owner's assessment of his/her own language competence according to the Council of Europe's Common Reference Levels;  A language biography, which is used to set intermediate learning goals, review progress, and record significant language learning and intercultural experiences;  A dossier, in which the owner collects samples of his/her work and evidence of his/her achievements in second/foreign language learning. 2

3. ELP - Passport http://www.slideshare.net/Ingelesa/eur opean-language-portfolio https://linguafolio.uoregon.edu/home/ about http://www.slideshare.net/sundstrom/le arner-self-assessment-with-lingua-folio- online  Overview of language competencies at a given moment, defined in terms of skills and common reference levels  Self-evaluation grid  Formal certifications and qualifications 3

4. ELP - Biography http://www.slideshare.net/Ingelesa/eur opean-language-portfolio https://linguafolio.uoregon.edu/home/ about http://www.slideshare.net/sundstrom/le arner-self-assessment-with-lingua-folio- online Personal history (blog/diary) of the owner’s language- learning experience and progress  Information about linguistic and cultural experiences in and outside of class  Self-assessment checklists (aspirational) https://sites.google.com/site/nivelinter medio1c2012/assignments/written- assignments/language-biography 4

5. ELP - Dossier http://www.slideshare.net/Ingelesa/eur opean-language-portfolio https://linguafolio.uoregon.edu/home/ about http://www.slideshare.net/sundstrom/le arner-self-assessment-with-lingua-folio- online Selection of exhibits or performances  Artifacts developed by the learner (including drafts)  Official certificates or badges  Explanations and reflections on each entry (whether/how it exemplifies work in one of the five areas  Listening  Reading  Spoken Interaction  Spoken Production  Writing https://sites.google.com/site/nivelinter medio1c2012/assignments/written- assignments/language-biography 5

6. ELP – Institutional Uses  Describe their courses and certificates more clearly by relating them to the Council of Europe's common reference levels  Help learners to become self-managing  Make it easier for learners to show what they can do in languages when they move from one educational level or institution to another 6

7. ELP - LinguaFolio Online http://www.slideshare.net/Ingelesa/eur opean-language-portfolio https://linguafolio.uoregon.edu/home/ about http://www.slideshare.net/sundstrom/le arner-self-assessment-with-lingua-folio- online https://sites.google.com/site/nivelinter medio1c2012/assignments/written- assignments/language-biography 7

8. ELP - Laussane Language Centre Vosicki, Brigitte Forster. “Overcoming the Challenges of Implementing the European Language Portfolio (ELP) in Higher Education: The Experience of the University of Laussane Language Centre.” Perspectives from the European Language Portfolio: Learner Autonomy and Self-Assessment. Ed. Bärbel Kühn. London; New York: Routledge, 2012. 100–121. Print. European Language Portfolio Common European Framework of Reference for Languages (CEFR)  Transparency and comparability of learning outcomes (100)  Approach which focuses on the learners as agents on the development and coherent documentation of their individual plurilingual and pluricultural competences (104)  Multimodal, criterion-based assessment for student development and for better acknowledgment of students’ achievements by stakeholders through transnational comparability (105)  Development of language and communication skills and the development of the capacity to learn are allotted the same importance (107) 8

9. ELP - Laussane Language Centre (ECTS) European Credit Transfer and Accumulation System (ECTS) Compulsory tasks are related to each of the three sections of the ELP and to the composition and organization of the ELP as a whole. These are assessed, graded, and weighted in the final mark.  Updating standardized language passport (3%)  Language biography – two tasks related to reflection on the language learning process and on intercultural issues (20%)  Dossier should contain a selection of three assessed work samples of communicative activities (student can select from four) (75%)  Organization of the ELP (2%) Vosicki, Brigitte Forster. “Overcoming the Challenges of Implementing the European Language Portfolio (ELP) in Higher Education: The Experience of the University of Laussane Language Centre.” Perspectives from the European Language Portfolio: Learner Autonomy and Self-Assessment. Ed. Bärbel Kühn. London; New York: Routledge, 2012. 100–121. Print. 9

10. German at Cornell  passport includes documentation of key credentials and experiences (test results, programs completed in not only German but also other languages)  biography includes a history and reports of the learner's language and intercultural experiences, her or his language learning goals, and self-assessment checklists. The language biography, especially, can be considered one of our main assessment practices. biography checklists  dossier includes the texts the student will write over the course of a semester (titled portfolio texts in the syllabus and weekly plans), specific course work required by the instructor, and artifacts of the student's choice. All materials collected will be understood as evidence of the competences the learner has achieved. An introductory page will preface the dossier explaining the context and the personal meaning of the materials. dossier 10

11. German at BYU  Complete portfolio as part of German 400R: Proficiency Exam Tutorial  Single PDF  Portfolio core document Portfolio core document  German film, literature, culture reading list German film, literature, culture reading list  Capstone paper (rubric)rubric  Two favorite papers with “companion pages”companion pages http://germslav.byu.edu/german/portf olio/ 11

12. Clemson University 12

13. University of Georgia - FYC 13

14. Auburn University 14

15. Given the general rubric provided by Auburn University, why, decide whether you’d rate Matt Brown’s ePortfolio as novice, developing, or professional.general rubricMatt Brown’s ePortfolio On the “Case Studies” page of your mini portfolio, provide concrete observations to support your assessment. Folio Thinking 15

16. Folio Thinking Which of the models we examined in this session fits best with the goals for your course/program? Why? Explain your thinking in another brief paragraph written on the “Case Studies” page of your mini portfolio. 16