Presentation on theme: "Formative Assessment through LinguaFolio for Second Language Learners K-12 Program Areas English as a Second Language and Second (Foreign) Languages."— Presentation transcript:
1 Formative Assessment through LinguaFolio for Second Language Learners K-12 Program Areas English as a Second Language and Second (Foreign) Languages
2 LinguaFolio standards-based self-directed formative assessment tool THATrecords ongoing learner progressStudent-selected evidence to validate proficiency self-assessment, andprovides a comprehensiveview of student performanceThe LinguaFolio is a powerful new formative assessment tool that fits well into the comprehensive assessment tool belt to help globally position students for Life in the 21st century.
3 Balanced Assessments Formative Ongoing Frequent Usually brief Not very formalNo gradeInforms instruction or learningSummativePeriodicMeasures student progressEvaluates mastery of material or contentAdd Mara’s clip
4 Formative Assessment Options Quick checks of comprehensionWork samplesSelf-assessments of language competencies, including LinguaFolio checklistsReflections on cross-cultural or intercultural experiences
5 Summative Assessment Options ESLW-APTACCESSGraded classroom assessmentsquizunit testperformance taskproject with a graded rubricForeign LanguageSOPA, STAMP, NOELLAACTFL’s OPI and WPTAP and IB examsNational Language ExamsPerformance taskGraded classroom assessmentsAll of these pieces can be kept track of in the LF
6 LinguaFolio allows learners to: Examine their language competenciesDevelop reflective learning skillsManage their own language learningProvide a holistic view of their language performanceConsider their cross-cultural or intercultural understanding
7 LinguaFolio: Passport A summary of language learning and intercultural experiencesSelf-assessment gridLinguistic profile7
8 LinguaFolio: Biography Language goalsLanguage historyIntercultural experiencesSelf-assessment checklists8
9 LinguaFolio: Dossier Samples of written work and projects Certificates that indicate language skillsVideo and/or audio recordings9
10 Who are the players?ACTFL (American Council on Teaching of Foreign Languages)ACTFL Proficiency and Performance GuidelinesEuropean CouncilCommon Scale of ReferenceNational Council for State Supervisors for LanguagesTESOL – Teachers of English to Speakers of Other Languages
11 European Language Portfolio PORTFOLIO EUROPÉEN DES LANGUESEuropean Language PortfolioThe European Language Portfolio debuted in 2001 during the European Year of Languages, and was piloted by 15 Council of Europe nations.Its development was supported by members of ALTE – The Association of Language Testers in Europe – representing 29 organizations or institutions and 24 languages, such as the Goethe Institute, Alliance Française, Cervantes Institute, etc.There was a broad base of support from among various European agencies with vested interest in such a progressive tool.Each version of the European Language Portfolio must be validated by the Council of Europe. Currently there are over 80 approved versions of the European Language Portfolio in use in over 20 countries. Many countries have produced several different portfolios, each geared to specific age groups or academic programs.
12 EUROPEAN LANGUAGE PORTFOLIO PORTFOLIO EUROPÉEN DES LANGUES Use of the European Language Portfolio is supported by the 29 organizations of the Association of Language Testers in Europe (ALTE) representing 24 languages.The European Language Portfolio debuted in 2001 during the European Year of Languages, and was piloted by 15 Council of Europe nations. Its development was supported by members of ALTE – The Association of Language Testers in Europe – representing 29 organizations or institutions and 24 languages. Some of the organizations among others are: Alliance Française, Cervantes Institute, Goethe Institut and the University of Cambridge.Each version of the European Language Portfolio must be validated by the Council of Europe.12
13 Research from Europe Increased . . MotivationActive learningSelf-confidenceTime thinking about learningTeacher creativityImproved relations between learner/teacherStronger focus on communicationMore informed parentsGreater realization of language use in communityWhat we know about the effects of tools like LinguaFolio come primarily from research in Europe at this point. There have been 3 major international studies since 1998.Findings from research on the ELP pilot in Czech Republic indicated that:• In spite of the time it took in the beginning to implement the European Language Portfolio, motivation increased among all students.• Students became more confident when they saw what they could actually do.• Students’ relationships with other learners and with their teachers became more positive and students actually spent more time thinking about their language abilities and knowledge.
14 LinguaFolio Nebraska Study Dr. Ali Moeller, University of Nebraska, is conducting a five year longitudinal study investigating the:Impact of goal setting on student achievementRole of self-assessmentImplementation of LF as an assessment tool to promote articulated K-16 language programAli Moeller is currently conducting research with LinguaFolio that investigates the impact of goal setting on student achievement the role of self-assessment, and the implementation of LF as an assessment tool to promote articulated K-16 language program14
15 Piloting LinguaFolio 5-state pilot during 2005-2006 World languages GA, KY, NC, SC, VALinguaFolio and LinguaFolio Jr.
16 LinguaFolio by any other name… StatesLinguaFolio Jr.ESLDual Language ImmersionHeritage Language ProgramsHigher EducationSTARTALKLinguaFolio is adapted and used in different locals and programs.16
17 ESL LinguaFolio Pilot 2008-2009 school year ESL, dual language/immersion, and heritage language programsCollaboration and sharing of progress through wiki at
18 Recent & Ongoing WorkCollect video clips of teachers, students and administratorsCompile samples of LinguaFolio-like activities (hard copy and/or video)Gather samples of autonomous learning activities, such as Think-Pair-Share, KWL, exit or admit slips, LF checklists
19 Recent & Ongoing WorkK-2/ Beginning-Entering Revisions based on feedback from the pilot.ARCC technical assistance .CEEE is in the process of giving feedback on ESL LinguaFolio levels 1-6.Roll out K-2/Beginning-Reaching ESL LinguaFolio late spring.ARCC = Appalachian Regional Comprehensive CenterCEEE = Center for Equity and Excellence in Education
20 Reflective Teaching The Teacher . . . Models target language Helps learners to communicate by scaffolding speechEngages learners in activities that produce oral and written languageInvolves learners regularly in reflecting on their progress and thinking about how they learnDeveloping reflective learning skills in students requires that we become reflective teachers.What does reflective teaching look like in the classroom?
21 Learner Autonomy Does NOT mean. . . Self-instruction Teacher transferringall control to learnersDoes mean. . .Learners accept responsibility for their learning, review their learning and evaluate its effectivenessLearners exhibit a capacity for reflectionLearner autonomy is a somewhat confusing concept. Some people mistake it for self-instruction or for classroom situations where teachers relinquish all control of instruction to learners who decide what and how they will learn. Nothing could be further from the truth. Autonomous learners are dependent upon teachers to create and maintain learning environments that support the development of learner autonomy. This means providing the activities that reinforce learners’ life agendas, celebrate small successes and gradually build awareness of the learning process.If needed: (Research has shown that teachers who model reflective practices themselves find it easier to create the appropriate learning environment to foster learner autonomy. This environment is one that is positive and motivating, that encourages collaboration and social interaction, and that embeds reflective practices into daily learning activities. The more learners begin to think about learning, the more transparent learning will become to them.As teachers we should try to regularly get learners to think about why they are learning certain things, exactly what they are learning and how they learn most effectively. It is important that both the teacher and learner use the target language as much as possible in class, because it is only in using the language that learners can discover what they are mastering or not, and what strategies help them succeed in their learning. Language learners should be given numerous opportunities to use the target language in meaningful contexts with their peers.)
22 LinguaFolio-like Activities Definition: Can-Do activities used in the classroom which focus on language skillsWriting LF-like activitiesIdentify activities that are already LinguaFolio-like activitiesExpand LinguaFolio-like activities to strengthen language skillsTies in with learner Autonomy. Set the students up in the class with LinguaFolio like activities and guide them back to the LinguaFolio afterwards.
23 Science-Conservation LinguaFolio-like ActivityEasilyWith HelpI can name 4 objects that can be recycled.I can answer simple questions about ways to conserve water.I can read an article about recycling water and identify the first 4 steps.I can watch a TeacherTube video about gasoline conservation and write a summary describing how driving habits can waste gasoline.ACTIVITY: Examining a LF-like activity; Look for the language function and content stem in each statementLanguage function=action verbContent stem=noun/topicOne example of an ‘embedded activity’ that builds awareness of and fosters self-assessment skills for learners is the use of approximately four can-do statements at the end of a lesson. On the slide is such an example for an ESL classroom.Start with the easiest task and build in complexity. Students can use it as a review sheet or start out the next class session by showing what they can do with a peer. They can do it individually during a quiet time in class, as an exit slip, or a peer-assessment.
24 Reflective Learning The Learners . . . Think about their own learning through a deliberate step-by-step processGradually develop a useful repertoire of learning strategiesDemystify the learning process through ongoing teacher, peer and self-evaluationAdd boy clip at end of slideWith an emphasis on reading as a process, we must teach children specific methods and strategies to achieve that goal. Learners don’t adopt such methods and strategies unless they are explicitly TAUGHT them.And when they learn the process, they begin to recognize what helps them learn more effectively and develop a personal repertoire of strategies. They start to understand how they can make progress by identifying small successes, by engaging in on-going and frequent peer and self-assessments. Eventually, learning becomes increasingly transparent and learners realize that the responsibility for learning lies within themselves.
25 Practices that Support Reflective Learning Cooperative LearningJournalingPeer- Assessment and Self-AssessmentPortfoliosProblem-Based LearningRubricsHere are just a few strategies, instructional activities, practices, and tasks that support autonomous learning. Can you think of any others?These should be briefly defined to assure participants’ clear understanding.Cooperative LearningJournalingPeer- and Self-AssessmentPortfoliosProblem-Based LearningRubrics
26 Setting Goals of language, not grammar Model goal settingMake it clear that functional useof language, not grammarknowledge, is the principle goalProvide opportunities forlearners to set their own goalsWhen learners know how to think about their learning they are more capable of setting goals and taking charge of their learning, but this too is a learned skill.The best place to start is for us as teachers to model setting goals. Identifying the learning goals for the day, either orally or on the board, lets students know from the beginning the purpose of their engagement and a reason for their efforts.Today we’ll learn how to:phone home from ___; visit the zoo; make colors to draw a rainbow; pack our lunch for a picnic; make a fitness plan for the week; compare two art works; design a personal resumé; identify the political slant of a newspaper article.Students can set their own short term goals, such as:I still have trouble with …so I will need to work on…The next step for me in the writing process is to… I want to learn more about …26
27 Housing LinguaFolio On Paper Notebook Individual folders In the classroomStudent keptElectronicallyJump DriveCD or DVDHard DriveSchool ServerClassroomComputer LabAn important consideration is where to house LinguaFolio.If you choose to go the paper route, then in which format will that be? Do you want to keep a formal notebook? If so, you can download the cover page and divider pages from the web site. The next decision is where to keep the notebook. Where will you store the notebooks for future access and safekeeping?Or do you prefer having students keep individual folders and then put a notebook or binder together at a later date? Again, where will the folders be stored? Who will be responsible for their safe-keeping: the students or you?The considerations are the same if you choose the electronic route. Where will you store the information once it is downloaded andcompleted? How will you access the information: from a student home computer, computer in your room, or will you plan scheduled trips to the school computer lab?Finally, consider the future use of LinguaFolio as a tool for transitions, such as students moving from level to level or from school to school, district to district or even state to state. LF can also be used for advocacy of language programs. Unlike grades on a transcript or on a report card, LF can give a more comprehensive view of a learner’s progress in language learning.27
28 The Future of LinguaFolio Coming soon . . .Pilot of the NC Online LinguaFolioWeb-based LinguaFolio training modules
29 The eLinguaFolio is being set up as a prototype The eLinguaFolio is being set up as a prototype. One day we might have an eTechFolio, or eMathFolio, etc.The eFolio differs from the paper version of the LinguaFolio in the sense that there is no need for a separate Dossier. The student work is collected in the Biography section and is linked directly to the Can Do statement that it supports.
30 As the Can Do statements are checked in the Biography, they are represented in graph form in the Passport, with solid lines showing proficiency levels which have been obtained and stripped lines showing proficiency levels that the student is still working on.
31 The system will be set up so that teachers can view the student folios in their assigned classes and from previous years. This feature is a great way to follow a student’s progress across years. We are exploring other possibilities for students to share their LinguaFolios.
32 The Future of LinguaFolio Coming soon . . .Pilot of the NC Online LinguaFolioWeb-based LinguaFolio training modules
33 LinguaFolio Online Training Modules What is LinguaFolio?Building Your Own LinguaFolioLinguaFolio-Like ActivitiesReflective Learning and Teaching in an Autonomous EnvironmentInterculturalityAssessments: Formative and SummativeImplementation: Timeline and Goal Setting
34 LinguaFolio Training Website IntroductionTraining ModulesGlossaryMouse-over descriptions or additional informationVideo clips and responses from usersTraining Portfolio Checklist
36 Benefits Accessibility Flexibility 24-7 Anywhere Individual School or district PDDepartment or PLC
37 LinguaFolio standards-based self-directed formative assessment tool THATrecords ongoing learner progressStudent-selected evidence to validate proficiency self-assessment, andprovides a comprehensiveview of student performanceThe LinguaFolio is a powerful new formative assessment tool that fits well into the comprehensive assessment tool belt to help globally position students for Life in the 21st century.
38 Resources NCDPI English as a Second Language or> Resources > State Led LEP InitiativesNCDPI Second (Foreign) Languageor> Resources > LinguaFolioList on left has links to all versions of LinguaFolioLinguaFolio at National Council of State Supervisors For Languages (NCSSFL)or> LinguaFolioIn handouts.
39 Contact InformationGlenda HarrellESL/Title III ConsultantJoanne MarinoHelga FascianoSection Chief,K-12 ProgramsIvanna Mann ThrowerESL/Title III Consultant