LinguaFolio Online

Defining, tracking, and improving learning

STARTALK 2010

The Ecology of Assessment

ASSESSMENT FOR LEARNING“Assessment Manifesto” Stiggins (2008)Effective classroom assessment improves student performance .5~1.0 standard deviations. Black & Wiliam, (1998)

LinguaFolio improves student goal setting. Moeller (submitted for publication)

ASSESSMENT FOR LEARNINGFrom auditing to informingFrom extrinsic to intrinsic focusFrom teacher control to learner control

Why? To improve learningWho? LearnersFor whom? LearnersWhat? Portfolio of goals/evidence

LinguaFolio Online

Passport

CanDo Checklist

Self evaluation thought process

• I know I used to do this regularly

• Do I have enough information about current Japanese life to provide details?•” Information exchange” feels really different in Japanese than in English.• What’s the word for ‘carbon dioxide’ again?

• ‘Green house effect’ is 温室結果• I wonder if ‘climate change’ is 気候変化？

Evidence

Reading Evidence

Writing Evidence

Interpersonal Speaking Evidence

Interculturality overview

InterculturalityTITLE LANGUAGE THEME WHEN WHERE

Interculturality

Interculturality

Interculturality

Interculturality

Backwards Design (Wiggins & McTighe, 1998)

STARTALK Curriculum Template

• Brief Program Description• Program Theme• Unit Sub-themes• Standards and Expected

Outcomes– Communication– Cultures– Connections– Comparisons– Communities

• Specific Knowledge and Skills

• End of Program Performance Tasks

• Other Assessment Types and Evidence of Learning

• Instructional Strategies• Materials and Other

Resources• Technology

Student Curriculum Sample: Beijing Olympics

• Communication: Interpersonal1. Introduce themselves and others2. Ask and answer simple questions to exchange

information about themselves and their families3. Express likes and dislikes4. Make plans including time and date5. Follow and give directions

Expected Outcomes

• Communication: Interpersonal• Introduce themselves and others– NL: I can greet people in a polite way.– NL: I can introduce myself to someone.– NM: I can introduce myself and others using one

or more words or memorized phrases.

Evidence, Learning Activities

• What is acceptable evidence of this task?– Other types of assessment/class work– End of program performance tasks

• What learning activities will support students in achieving this outcome?– Instructional strategies – Role plays, interviews, etc.

Suggested Implementation

• Pre-program preparation – Determine links between CanDo Statements and

program goals• Getting Started: Introduce LFO to students– Discuss program goals with students– LFO: Registration, biography, baseline CanDo data

• During the Program– Refer often to program goals/CanDo Statements– Schedule time to update LFO periodically, including

final session

Reflective Teaching…

• Thinking about and critically analyzing one’s own teaching in order to improve.

• How can LinguaFolio support that process? – View student evidence of learning• Planning: Where do students see themselves?• Reflection: Did students get it? What are they missing?

– View aggregate class data• Are there noticeable gaps in understanding?

Review Section

Next Steps…

• Registration begins in May– We will contact program directors with

registration instructions for teachers• Available Resources– Demo/overview video– Technical Guide– CanDo Statements (PDFs)

Contact Us….

• Carl Falsgraf, CASLS Director– falsgraf@uoregon.edu

• Krystal Sundstrom, LFO Project Coordinator– Implementation & Pedagogy Support– ksundstr@uoregon.edu , (541) 346-4350

• Yassef Ayub, Pilot Coordinator– Registration & Technical Support– lfolio@uoregon.edu , (541) 346-1584