LinguaFolio A Tool for Reflective Learning & Student Self-Assessment Accountability Conference February 11, 2008

1. LinguaFolioA Tool for Reflective Learning & Student Self-AssessmentAccountability ConferenceFebruary 11, 2008 Helga Fasciano NC Department of Public Instruction

2. Today we will….Discuss “Balanced Assessment”ELP and LinguaFolio ResearchShare ESL LinguaFolio Pilot

3. 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.

4. A Comprehensive Balanced Assessment System Aligned to State Standards Statewide Assessments (Summative) Interim/Benchmark Assessments (Summative) Classroom Assessment (Formative and Summative)

5. 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 study…consolidates learning and affects the development of enduring learning strategies and skills. It appears to be the most potent force influencing education” Crooks (1988)

6. Formative & Summative Assessment Options • Self-assessments of language competencies and intercultural experiences • Work samples • Benchmark • ELP • STAMP • End-of-Course exam • OPI • Performance task

7. 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

8. 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

9. EUROPEAN LANGUAGE PORTFOLIO PORTFOLIO EUROPÉEN DES LANGUES European Language Portfolio

10. 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 B-Independent User C-Proficient User A-Basic User A1 A2 B1 B2 C1 C2

11. 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

13. Language Biography Can-dos

14. 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. __ __

15. 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?

17. 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

18. 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

19. 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.

20. 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

21. 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?

22. About my learning I have learned… I can… I am good at… I haven’t managed… I don’t understand… I have difficulty in… About the lessons I like best… The most interesting thing is… I don’t like… The most boring thing is… Student Reflection Activity

23. 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 Learner Autonomy

24. 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

26. 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

27. 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

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

29. 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

30. Contact • Helga Fasciano Section Chief, K-12 Programs 919-807-3864 hfascian@dpi.state.nc.us