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Portfolio Case Studies

“The Case Study” by Flickr user Binuri Ranasinghe

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European Language Portfolio (ELP)

Trinity College Dublin: School of Linguistic, Speech and Communication Sciences

A language passport, which summarizes the owner's linguistic identity, language learning achievement, and intercultural experience, and includes the owner's assessment of his/her own language competence according to the Council of Europe's Common Reference Levels;

A language biography, which is used to set intermediate learning goals, review progress, and record significant language learning and intercultural experiences;

A dossier, in which the owner collects samples of his/her work and evidence of his/her achievements in second/foreign language learning.

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ELP - Passport

Overview of language competencies at a given moment, defined in terms of skills and common reference levels

Self-evaluation grid

Formal certifications and qualifications

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ELP - Biography

Personal history (blog/diary) of the owner’s language-learning experience and progress

Information about linguistic and cultural experiences in and outside of class

Self-assessment checklists (aspirational)

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ELP - Dossier

Selection of exhibits or performances

Artifacts developed by the learner (including drafts)

Official certificates or badges

Explanations and reflections on each entry (whether/how it exemplifies work in one of the five areas

Listening

Reading

Spoken Interaction

Spoken Production

Writing

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ELP – Institutional Uses

Describe their courses and certificates more clearly by relating them to the Council of Europe's common reference levels

Help learners to become self-managing

Make it easier for learners to show what they can do in languages when they move from one educational level or institution to another

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ELP - LinguaFolio Online

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ELP - Laussane Language Centre

Vosicki, Brigitte Forster. “Overcoming the Challenges of Implementing the European Language Portfolio (ELP) in Higher Education: The Experience of the University of Laussane Language Centre.” Perspectives from the European Language Portfolio: Learner Autonomy and Self-Assessment. Ed. Bärbel Kühn. London ; New York: Routledge, 2012. 100–121. Print.

Transparency and comparability of learning outcomes (100)

Approach which focuses on the learners as agents on the development and coherent documentation of their individual plurilingual and pluricultural competences (104)

Multimodal, criterion-based assessment for student development and for better acknowledgment of students’ achievements by stakeholders through transnational comparability (105)

Development of language and communication skills and the development of the capacity to learn are allotted the same importance (107)

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ELP - Laussane Language Centre (ECTS)

Compulsory tasks are related to each of the three sections of the ELP and to the composition and organization of the ELP as a whole. These are assessed, graded, and weighted in the final mark.

Updating standardized language passport (3%) Language biography – two tasks related to reflection on the

language learning process and on intercultural issues (20%) Dossier should contain a selection of three assessed work

samples of communicative activities (student can select from four) (75%)

Organization of the ELP (2%)Vosicki, Brigitte Forster. “Overcoming the Challenges of Implementing the European Language Portfolio (ELP) in Higher Education: The Experience of the University of Laussane Language Centre.” Perspectives from the European Language Portfolio: Learner Autonomy and Self-Assessment. Ed. Bärbel Kühn. London ; New York: Routledge, 2012. 100–121. Print.

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German at Cornell

passport includes documentation of key credentials and experiences (test results, programs completed in not only German but also other languages)

biography includes a history and reports of the learner's language and intercultural experiences, her or his language learning goals, and self-assessment checklists. The language biography, especially, can be considered one of our main assessment practices. 

dossier includes the texts the student will write over the course of a semester (titled portfolio texts in the syllabus and weekly plans), specific course work required by the instructor, and artifacts of the student's choice.  All materials collected will be understood as evidence of the competences the learner has achieved.  An introductory page will preface the dossier explaining the context and the personal meaning of the materials.

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German at BYU

Complete portfolio as part of German 400R: Proficiency Exam Tutorial

Single PDF

Portfolio core document

German film, literature, culture reading list

Capstone paper (rubric)

Two favorite papers with “companion pages”

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Clemson University

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University of Georgia - FYC

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Auburn University

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Given the general rubric provided by Auburn University, why, decide whether you’d rate Matt Brown’s ePortfolio as novice, developing, or professional.

On the “Case Studies” page of your mini portfolio, provide concrete observations to support your assessment.

Folio Thinking

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Folio Thinking

Which of the models we examined in this session fits best with the goals for your course/program? Why?

Explain your thinking in another brief paragraph written on the “Case Studies” page of your mini portfolio.