1. LinguaFolio standards-based self-directed formative assessment tool
THAT
records ongoing learner progress
displays student-selected evidence to validate self-assessment, and
provides a comprehensive view of student performance
The 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.

2. e-LinguaFolio www.elinguafolio.org
The e-LinguaFolio is made up of 3 main parts, the Biography, the Dossier and the Global Profile or Passport.
e-LinguaFolio was piloted in in North Carolina with over 100 teachers K-20. Feedback from the group was used to revise e-LinguaFolio and it is now available statewide for FREE. Thanks to the standardization of this formative assessment tool, language learners have a way to begin to explore their proficiency levels that is consistent with language programs around the globe.
Using LinguaFolio as a professional tool is also a way for World Language educators to develop a common understanding of what each proficiency sub-level means in their particular program or language.
LinguaFolio is also a model formative assessment tool that other content areas could replicate using their own ‘can do’ statements to make the learning of that content transparent, as LinguaFolio has done.

3. PASSPORT Global Profile in e-LF DOSSIER
BIOGRAPHY
Language
learning
background
Can-do*
statements
Learning
goals
PASSPORT Global Profile in e-LF
Summary snapshot of language learning and self-assessments
Record of external assessments
DOSSIER
Digital text, audio, and video work samples
MP3 files
Podcasts
As is the European Language Portfolio, LinguaFolio belongs to the learner rather than to the institution, and is divided into three sections.
The Language Biography, a record of personal language learning history that helps learners evaluate their learning goals and reflect on language learning and cultural experiences. In this section there are can-do statements that help learners assess their language competencies and how they can interact in authentic cultural contexts. It also helps them how to reflect on how they learn and to set learning goals. This is the part that is the most important in a formative assessment process, and information that teachers draw from the bio will help the teacher to guide instructional decisions.
The Language Passport, provides the complete picture of what a learner can do with language because it summarizes the self-assessments from the Language Biography and provides validation for results from formal external assessments.
It is a record of formal qualifications, certificates or diplomas, along with self-assessments that serve as a summary of experiences and competencies with different languages that can be updated frequently. The Passport is an officially recognized document that can be shown when students transfer from school to school, level to level, teacher to teacher or to prospective employers for professional purposes.
The Language Dossier, a collection of pieces of work samples and certificates chosen by the individual language learner to document and illustrate language competencies, experiences, and achievements that can be used to demonstrate language abilities to others.

4. Novice High GRID OR MAIN CAN-DO SUB CAN-DO EXAMPLES CUSTOMIZED CAN-DO
Here is a sample of the can-do statements for listening - descriptions of what learners can do at the Novice High (on the ACTFL scale) level. The first statement (in italics) is from the grid often referred to as the MAIN CAN-DO (RED)
The statements in bold, or the Sub can-dos (BLUR) area series of descriptors that give the learners an idea of the range of performances under that main can-do statement.
The bulleted statements are examples that reflect a variety of curriculum.
Finally, there is an optional write-in statement that may be custom designed if the preceding statements do not include specifically targeted performances.
These descriptors are sometimes difficult and overwhelming for high school students who are not accustomed to self-assessing and thinking about what they can do with language. This is why it is so important--even before you begin to use LinguaFolio-- to start embedding short self-assessments into your every day teaching.
The can-do statements for all the levels are posted on the NCSSFL web site.
CUSTOMIZED CAN-DO 4

5. Research from Europe Increased . .
Motivation
Active learning
Self-confidence
Time thinking about learning
Teacher creativity
Improved relations between learner/teacher
Stronger focus on communication
More informed parents
Greater realization of language use in community
The research on using formative assessment tools like LinguaFolio came first from research done in Europe in 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.

6. Nebraska Study of LinguaFolio Effects on Student Achievement
Principles of Assessment for Learning + LinguaFolio
4x to 5x
>
Reduced
Class
Size
Ali’s statement: The effect of the principles that underlie Assessment for Learning and LinguaFolio on student achievement is some four to five times greater than the effect of reduced class size
Moeller, 2010

7. LinguaFolio Training Modules
Designed to be adaptable for use with:
Individuals
Schools
Departments
Districts
PLCs
Can be completed in approximately 2 hours each
Include information about documenting for license renewal credits locally
Each module was designed to take approximately 2 hours to complete, including reading materials, videos, activities, and reflection activities. This time will vary based on individual learning styles and PD approaches.
Information is included about how contact hours for CEU’s can be documented.

8. LinguaFolio Training Modules
What Is LinguaFolio?
Building Your Own LinguaFolio
Reflective Learning & Teaching in an Autonomous Environment
LinguaFolio-Like Activities
The Importance of Interculturality
Assessing Language Performance
Implementation Timeline & Setting Goals
The 7 modules mirror the face-to-face training in so far as topics covered and the order of presentation. However, it is not necessary to do the modules in order. Align them the way it works best for PD purposes. The modules can also be used for review or accessed again at any time.