a formative assessment tool for all language...

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LinguaFolio

A Formative Assessment Tool

for

All Language Learners

University of South Carolina Upstate

Spartanburg, SC

March 15, 2013

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Let’s take a look

at the agenda . . .

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Introduction to

Proficiency in the

3 Modes

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3 Communication Modes

Interpersonal

Mode Person to Person

Interpretive

Mode Listening & Reading

Presentational

Mode Speaking & Writing

5

Speaking

and

Listening

Reading ----------------------------------

Listening

Writing -----------------------------

Speaking

Linking Common Core & World

Languages

Interpretive

Presentational

Proficiency

Levels:

Novice

Intermediate

Advanced

Interpersonal

Language www.actfl.org/commoncore

• Conventions

• How language functions

• Vocabulary

Linking Common Core &

World Languages

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3 Communication Modes Interpersonal: Person-to-Person

• Initiate, maintain, sustain conversation (oral or written)

• Active negotiation of meaning

Interpretive: Listening & Reading

• Interpret and respond to received messages

• NO active negotiation of meaning with writer or speaker

Presentational: Speaking & Writing

• Create, revise, and practice oral or written messages

• NO direct opportunity for active negotiation

ACTFL Proficiency Levels

Superior-Distinguished-Native

Advanced

Intermediate

Novice

Novice – Word Level Communicate minimally with formulaic and

rote utterances, lists and phrases

Intermediate – Sentence Level Create with language, initiate, maintain and

bring to a close simple conversations by

asking and responding to simple questions

Advanced – Paragraph Level Narrate and describe in past,

present and future and deal

effectively with an unanticipated

complication

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How does proficiency look and sound?

ACTFL Proficiency Guidelines 2012 Website http://actflproficiencyguidelines2012.org/

Latest revisions include Distinguished

Guidelines and samples in English for

listening, reading, speaking and writing

Performance Descriptors for Language Learners

http://actflproficiencyguidelines2012.org/

http://actflproficiencyguidelines2012.org/

http://www.actfl.org/publications/guidelines-and-manuals/actfl-performance-descriptors-language-learners






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Individual Proficiency Analysis

Use the LinguaFolio grid

on the last page of the

Passport to self-assess

your proficiency in a

language you have

studied.

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NOVICE SUPERIOR INTERMEDIATE ADVANCED

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Individual Proficiency Analysis

1. Read the ‘I can’ statements in each skill’s

row from Novice Low through Superior.

2. Circle the ‘I can’ at the highest level you

could demonstrate for that skill.

3. Reflect using these questions:

a. Which communication mode is strongest or at

the highest level of proficiency for you?

b. Which communication mode is at the lowest level

of proficiency for you?

c. Why is this the case? How could you change it?

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Overview of LinguaFolio a.k.a. Update on LF in the Carolinas

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Update on LF in the Carolinas

Read the 9 statements and decide if

each one is . . .

Reality or Rumor!

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1. LinguaFolio® has been available

in the Carolinas from the time it was

first used in the United States,

which was the 2005 – 2006 school

year.

Reality!

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European Language Portfolio

EUROPEAN LANGUAGE PORTFOLIO

PORTFOLIO EUROPÉEN DES LANGUES

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ACTFL National Standards or 5 C’s

Common

European

Framework of

Reference

ACTFL

Proficiency

Guidelines

LF

LinguaFolio

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History of LinguaFolio

5-state pilot in GA, KY, NC, SC, VA 2005-2006

National revisions & ESL Checklists from NC 2007-2009

Revisions with LinguaFolio Jr. 2010 - Present

Checklists for specific programs and LOTE 2011 - Present

Alignment Project in collaboration with ACTFL 2012 - Present

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LinguaFolio by any other name…

Different States

LinguaFolio Jr.

ESL Dual Language Immersion

Heritage Language

Programs

Higher Education

STARTALK > LFO

e-LinguaFolio

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2. LinguaFolio® consists of three parts,

which are the Biography, the Dossier

and the Passport. In the future, the

Passport will be renamed the Global

Profile because of the new international

education laws that will go into effect on

April 1, 2013.

Rumor!

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DOSSIER

Digital text,

audio, and

video work

samples

MP3 files

Podcasts

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

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3. All LinguaFolio® documents are

available for FREE in Microsoft Word and

PDF formats, and the e-LinguaFolio

(www.elinguafolio.org) software is also

available at no charge to any

educational entity.

Reality!

http://www.elinguafolio.org/

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LinguaFolio Proficiency-based

Nationally and internationally

aligned

Learner-centered

FREE

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e-LinguaFolio




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4. LinguaFolio® Junior is only available

in Nebraska and other Midwestern

states because it can withstand

tornadoes but not hurricanes.

Rumor!

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5. Thanks to a partnership with the Appalachia

Regional Comprehensive Center (ARCC) at

Edvantia, the LinguaFolio® self-assessment

checklists are available in 10 languages other

than English: Arabic, Chinese (Mandarin),

French, German, Hmong, Japanese, Korean,

Russian, Spanish and Vietnamese.

Reality!

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Why those 10 LOTE? LOTE=languages other than English

NC home language

survey results

Program needs

ESL

Dual

Language/Immersion

Others such as

Cherokee, Chinese

(Cantonese), Greek,

Hawaiian, etc.

How soon? Done by

whom?

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6. LinguaFolio® is a proficiency-based,

formative assessment tool that fits well into a

comprehensive balanced assessment system

and is aligned to national and state standards,

including the Common Core State Standards in English Language Arts and the National Standards for Foreign Language Education.

Reality!

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Alignment

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7. The use of LinguaFolio® in the

classroom is one way to demonstrate

compliance with Title IX from PL 92-

318 because it supports the full

participation of male and female

students in the language acquisition

process.

Rumor!

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LinguaFolio Outcomes

Makes the language learning

process transparent.

Provides learners with a way to

reflect on their intercultural

experiences.

Serves as a tool for students to

manage their language learning.

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Facilitates K-20 articulation.

Recognizes and values heritage languages.

Promotes language learning as a lifelong endeavor.

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8. Teachers can empower students to be

lifelong language learners when they

utilize LinguaFolio® to: Ensure that their instruction is proficiency-based,

Make language learning relevant to their students,

Use the formative assessment process and

Reflect on or analyze student learning.

Reality!

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Reflective Learning

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

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Reflective Teaching

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 and thinking about how they learn

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9. By 2016, every K-12 language learner

in the Carolinas will have their own

LinguaFolio® which can continue to be

used in postsecondary education and

the world of work as evidence of their

proficiency in language(s).

Rumor!

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Informs language learners and

their parents

Assists businesses and employers

Helps educators

. . . Work smarter, not harder!

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What’s your LF Reality?

10. Please use this space to fill in

your own reality with LinguaFolio®

based on the plans you’re making

individually, as a school or

professional learning community

(PLC), or district-wide.

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Creating Your Own

LinguaFolio

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LinguaFolio

standards-based self-directed formative assessment tool

THAT

records ongoing learner progress displays student-selected evidence

to validate proficiency self-assessment, and

provides a comprehensive view of student performance

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LinguaFolio: Biography

Reflection pieces

Language

activities

Intercultural

experiences

Self-assessment

checklists

Goals

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How Do I Learn?

Reflection on

organization and

language learning

strategies

Complete individually!

Share observations on

how you might use this

in your classroom

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Self –

assessment

checklists I can do this easily

and well.

This is one of my

goals.

Interpersonal

Interpretive

Listening

Reading

Presentational

Speaking

Writing

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Novice High GRID OR MAIN CAN-DO

SUB CAN-DO

EXAMPLES

CUSTOMIZED CAN-DO

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Get into groups of 5

Each person chooses a self-

assessment checklist to complete

Share your observations with your

group about:

The ‘I can’ statements you used

How you might introduce self-

assessment like this to students

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DOSSIER

Digital text,

audio, and

video work

samples

mp3 files

Podcasts

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“I Can” Self-Assessment Checklists with

Evidence Upload Area (Dossier)

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PASSPORT

Summary

snapshot of

language

learning and

self-

assessments

Record of

external

assessments

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Proficiency Scales ACTFL SLPI TESOL CEFR ILR

NL-Novice Low NFS/Novice Entering – Level 1

Beginning – Level 2 A1

Breakthrough

0-0+ NM-Novice Mid Novice Plus

NH-Novice High Survival

IL-Intermediate Low Survival Plus Developing – Level 3

1-1+ IM-Intermediate Mid Intermediate

Expanding – Level 4

A2

Waystage

IH-Intermediate High Intermediate

Plus B1

Threshold AL-Advanced Low Intermediate

Plus/Advanced

2-2+

AM-Advanced Mid

Bridging – Level 5

B2

Vantage AH-Advanced High Advanced Plus

S-Superior Superior Reaching – Level 6

Exit program…

C1

Effective

Operational

Proficiency

3-3+

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“I can” Reflections Yes,

easily

and well

Still one

of my

goals

1. I can provide an overview of

LinguaFolio and its impact as a

formative assessment tool.

2. I can describe the background of

LinguaFolio, including its history and

its potential future.

3. I can discuss how I might use

LinguaFolio to inform my development

as a lifelong language learner.

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Plus/Delta Feedback

What

worked well? Suggestions

for

improvement!

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Research → Practice

Planning for LinguaFolio

in K-20 Classrooms

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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

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LinguaFolio Nebraska Study

Dr. Ali Moeller, University of Nebraska, conducted a 5-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 programming

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Set or adjust learning goals

Select strategies

Provide evidence

Self-assess and reflect

Reflective

Learning

Process

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Effects on Student Achievement

Moeller, 2010

Principles of

Assessment

for Learning

+

LinguaFolio

Reduced

Class

Size

4x to 5x

>

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Moeller’s Research Results

Goal Setting is key

Motivation increased

Achievement positively affected

and increased over time

Teacher training highly important

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Jigsaw Activity

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Jigsaw Activity

Purpose:

Acquire research

based practices

and knowledge that

underlie

LinguaFolio

Outcome:

Elevator speech

(1-3 minutes) to

share with

colleagues,

students, parents

and/or

administrators

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Jigsaw Activity

Form groups of 3 and have each

member choose a topic: Goal Setting Self-Assessment Autonomy & Self-Regulation

Become an expert on that topic Read and discuss article, then summarize major points

Share out to your group

Create (and record?) an elevator

speech to use

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Jigsaw Activity

Create (and record?) an elevator

speech to use

Guiding Questions to Consider:

What are the characteristics of a successful learner?

What is the role of the teacher in creating successful

learners?

What is the role of the student in successful learning?

How does LinguaFolio address or meet these needs?

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Professsional

Development (PD) for

Implementing

LinguaFolio

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Implementing LinguaFolio

Reflect on today’s

workshop and resources

Consider the following

advice:

Work smarter, not harder.

Start small, and build on

your success.

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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

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LinguaFolio Training Modules

1. What Is LinguaFolio?

2. Building Your Own LinguaFolio

3. Reflective Learning & Teaching in an Autonomous Environment

4. LinguaFolio-Like Activities

5. The Importance of Interculturality

6. Assessing Language Performance

7. Implementation Timeline & Setting Goals

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Personalizing the LinguaFolio

Training Portfolio Checklist

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Joining the LinguaFolio

Community

&

Accessing Free

Classroom Resources

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“I can” Reflections Yes,

easily

and well

Still one

of my

goals

1. I can describe the research that

supports the use of LinguaFolio and

formative assessment.

2. I can explain how to access

LinguaFolio materials and

professional development resources.

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Wrap-Up

What is your

next step with

LinguaFolio?

a formative assessment tool for all language...

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