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
THAT
records ongoing learner progress
Student-selected evidence to validate proficiency 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.

3. Balanced Assessments Formative Ongoing Frequent Usually brief
Not very formal
No grade
Informs instruction or learning
Summative
Periodic
Measures student progress
Evaluates mastery of material or content
Add Mara’s clip

4. Formative Assessment Options
Quick checks of comprehension
Work samples
Self-assessments of language competencies, including LinguaFolio checklists
Reflections on cross-cultural or intercultural experiences

5. Summative Assessment Options
ESL
W-APT
ACCESS
Graded classroom assessments
quiz
unit test
performance task
project with a graded rubric
Foreign Language
SOPA, STAMP, NOELLA
ACTFL’s OPI and WPT
AP and IB exams
National Language Exams
Performance task
Graded classroom assessments
All of these pieces can be kept track of in the LF

6. LinguaFolio allows learners to:
Examine their language competencies
Develop reflective learning skills
Manage their own language learning
Provide a holistic view of their language performance
Consider their cross-cultural or intercultural understanding

7. LinguaFolio: Passport
A summary of language learning and intercultural experiences
Self-assessment grid
Linguistic profile 7

8. LinguaFolio: Biography
Language goals
Language history
Intercultural experiences
Self-assessment checklists 8

9. LinguaFolio: Dossier Samples of written work and projects
Certificates that indicate language skills
Video and/or audio recordings 9

10. Who are the players?
ACTFL (American Council on Teaching of Foreign Languages)
ACTFL Proficiency and Performance Guidelines
European Council
Common Scale of Reference
National Council for State Supervisors for Languages
TESOL – Teachers of English to Speakers of Other Languages

11. European Language Portfolio
PORTFOLIO EUROPÉEN DES LANGUES
European Language Portfolio
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, 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 . .
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
What 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 achievement
Role of self-assessment
Implementation of LF as an assessment tool to promote articulated K-16 language program
Ali 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 program 14

15. Piloting LinguaFolio 5-state pilot during 2005-2006 World languages
GA, KY, NC, SC, VA
LinguaFolio and LinguaFolio Jr.

16. LinguaFolio by any other name…
States
LinguaFolio Jr.
ESL
Dual Language Immersion
Heritage Language Programs
Higher Education
STARTALK
LinguaFolio 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 programs
Collaboration and sharing of progress through wiki at

18. Recent & Ongoing Work
Collect video clips of teachers, students and administrators
Compile 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 Work
K-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 Center
CEEE = Center for Equity and Excellence in Education

20. Reflective Teaching The Teacher . . . Models target language
Helps learners to communicate by scaffolding speech
Engages learners in activities that produce oral and written language
Involves learners regularly in reflecting on their progress and thinking about how they learn
Developing 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 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 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 skills
Writing LF-like activities
Identify activities that are already LinguaFolio-like activities
Expand LinguaFolio-like activities to strengthen language skills
Ties 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 Activity
Easily
With Help
I 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 statement
Language function=action verb
Content stem=noun/topic
One 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 process
Gradually develop a useful repertoire of learning strategies
Demystify the learning process through ongoing teacher, peer and self-evaluation
Add boy clip at end of slide
With 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 Learning
Journaling
Peer- Assessment and Self-Assessment
Portfolios
Problem-Based Learning
Rubrics
Here 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 Learning
Journaling
Peer- and Self-Assessment
Portfolios
Problem-Based Learning
Rubrics

26. Setting Goals of language, not grammar
Model goal setting
Make it clear that functional use
of language, not grammar
knowledge, is the principle goal
Provide opportunities for
learners to set their own goals
When 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 classroom
Student kept
Electronically
Jump Drive
CD or DVD
Hard Drive
School Server
Classroom
Computer Lab
An 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 and
completed? 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 LinguaFolio
Web-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 LinguaFolio
Web-based LinguaFolio training modules

33. LinguaFolio Online Training Modules
What is LinguaFolio?
Building Your Own LinguaFolio
LinguaFolio-Like Activities
Reflective Learning and Teaching in an Autonomous Environment
Interculturality
Assessments: Formative and Summative
Implementation: Timeline and Goal Setting

34. LinguaFolio Training Website
Introduction
Training Modules
Glossary
Mouse-over descriptions or additional information
Video clips and responses from users
Training Portfolio Checklist

36. Benefits Accessibility Flexibility 24-7 Anywhere Individual
School or district PD
Department or PLC

37. LinguaFolio standards-based self-directed formative assessment tool
THAT
records ongoing learner progress
Student-selected evidence to validate proficiency 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.

38. Resources NCDPI English as a Second Languageor
> Resources > State Led LEP Initiatives
NCDPI Second (Foreign) Language or
> Resources > LinguaFolio
List on left has links to all versions of LinguaFolio
LinguaFolio at National Council of State Supervisors For Languages (NCSSFL) or
> LinguaFolio
In handouts.

39. Contact Information
Glenda Harrell
ESL/Title III Consultant
Joanne Marino
Helga Fasciano
Section Chief,
K-12 Programs
Ivanna Mann Thrower
ESL/Title III Consultant