LINGUAFOLIOLINGUAFOLIO: : Can-Do Learning and Can-Do Learning and

Student Self-AssessmentStudent Self-Assessment National Chinese Language ConferenceNational Chinese Language Conference

May 1, 2009May 1, 2009

Dr. Jacque Bott Van Houten Janna Chiang Dr. Jacque Bott Van Houten Janna Chiang KY Department of Education Jefferson County Public Schools KY Department of Education Jefferson County Public Schools

FIRST, A FEW QUESTIONSFIRST, A FEW QUESTIONS

What do you What do you hope to gainhope to gain by attending the by attending the National Chinese Language Conference?National Chinese Language Conference?

What do you want What do you want to knowto know by the end of today? by the end of today?What do you hope What do you hope to be able to doto be able to do after after

attending this session?attending this session?How will you know you’ve accomplished these How will you know you’ve accomplished these

goals?goals?

LinguaFolio isLinguaFolio is A standards-based, self-directedA standards-based, self-directed

formative assessmentformative assessment tool that tool that records ongoing learner progress records ongoing learner progress and, along with external summative and, along with external summative assessment results, provides a assessment results, provides a comprehensive view of student comprehensive view of student performance.performance.

LinguaFolio is a tool for LinguaFolio is a tool for understanding how you learn understanding how you learn reflecting on your cultural interactionsreflecting on your cultural interactions realizing what you realizing what you can docan do with language with language

and providing evidence that proves itand providing evidence that proves it developing the ability to set short, focused, developing the ability to set short, focused,

and achievable goalsand achievable goals empowering autonomous learningempowering autonomous learning

National StandardsNational Standards

CommonCommonEuropeanEuropean

Framework ofFramework ofReferenceReference

ACTFLACTFLProficiencyProficiency

& Performance& PerformanceGuidelinesGuidelines

LFLF

LinguaFolioLinguaFolio

DOSSIERDOSSIER

TextText, audio, audio, and digital work and digital work samplessamples

LANGUAGE LANGUAGE BIOGRAPHYBIOGRAPHY

LanguageLanguage learning learning backgroundbackground

Can-do Can-do statementsstatements

Learning Learning goalsgoals

PASSPORTPASSPORT

SummarizedSummarized snap shot of snap shot of self- self- assessmentsassessments

Record of Record of external external assessment assessment resultsresults

Language Biography Can-Do’sLanguage Biography Can-Do’s

KentuckyKentucky

I can understand when I read...

about the weather

simple directions

simple stories with pictures

NebraskaNebraska

Interculturality

Presentational

Interpretive

Products

Practices

Perspectives Interpersonal

Co

mm

un

icat

ion

Co

mm

un

icat

ion

Cu

ltures

Cu

ltures

Step OneStep One

Before using LF it is important toBefore using LF it is important to self-assessment self-assessment your ownyour own language language

competencies, competencies, reflective upon how reflective upon how youyou learn language, learn language, think about specific instances in your life think about specific instances in your life

where where youyou integrate language and culture, integrate language and culture, andand

set goals for set goals for yourselfyourself..

Step Two: ModelStep Two: Model Don’t be afraid to talk about what you can Don’t be afraid to talk about what you can

do in the language and where you want to do in the language and where you want to improve.improve.

Share with students your teaching goal for Share with students your teaching goal for the lesson or your personal learning goal.the lesson or your personal learning goal.

Share your intercultural experiences with Share your intercultural experiences with your studentsyour students

Step Three: IntegrateStep Three: Integrate

Each day, post on the board 1-3 learning Each day, post on the board 1-3 learning goals in the form of goals in the form of can- docan- do statements, in statements, in the target language. Go over the goals at the target language. Go over the goals at the beginning of class, refer to them when the beginning of class, refer to them when relevant during class, and provide a way relevant during class, and provide a way for students to self-assess the extent to for students to self-assess the extent to which they meet each goal.which they meet each goal.

Step Four: Provide Step Four: Provide Opportunities for StudentsOpportunities for Students

To use the language meaningfully and in To use the language meaningfully and in authentic contextsauthentic contexts

To interact culturally To interact culturally To set goalsTo set goals To self-assessTo self-assess To provide evidence of what they can doTo provide evidence of what they can do

Self-Assessment for a lessonSelf-Assessment for a lesson EasilyEasily

With helpWith help

I can identify 5 rooms in a house. __I can identify 5 rooms in a house. __ __ __ I can make a chore list for my I can make a chore list for my family members. family members. __ __ __ __ I can answer questions about myI can answer questions about my room. room. __ __ __ __ I can write a 4-sentence description I can write a 4-sentence description of my house for a realtor. __ __of my house for a realtor. __ __

Post Activity ReflectionPost Activity Reflection What surprised me about the students we What surprised me about the students we

Skyped in Morelia, Mexico was…Skyped in Morelia, Mexico was… I found the language used by my blogging I found the language used by my blogging

friend easy/hard to understand because…friend easy/hard to understand because… One thing I learned about myself or my own One thing I learned about myself or my own

culture from blogging is…culture from blogging is… What I still don’t understand is…What I still don’t understand is… To prepare for the next timeTo prepare for the next time I blog, I want to… I blog, I want to…

Learning GoalsLearning GoalsToday you’ll learn how to…Today you’ll learn how to… complete a work applicationcomplete a work application introduce yourself and your familyintroduce yourself and your family use spell check use spell check compare 2 works of artcompare 2 works of art describe a character in your favoritedescribe a character in your favorite book using visual supportsbook using visual supports

Student’s Individual GoalsStudent’s Individual Goals Before I chat online with my friend in Before I chat online with my friend in

___, I will have to know how to…___, I will have to know how to…

I still have trouble with … so I have to I still have trouble with … so I have to work with …work with …

The next step for me in the process of The next step for me in the process of writing a … is ….writing a … is ….

I want to learn more about …I want to learn more about …

Think about the goals you wrote.Think about the goals you wrote. Did you meet them?Did you meet them? What is your next step or goal for What is your next step or goal for

when you return to school?when you return to school?

ResourcesResources

National Council of State Supervisors for National Council of State Supervisors for LanguagesLanguages

www.ncssfl.org ESL LinguaFolio ESL LinguaFolio European Language PortfolioEuropean Language Portfolio http://culture2.coe.int/portfolio/