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Eportfolio assessment


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Presentation by Jan Marston for Webilang's Language Learning Methodology Workshop: eportfolio assessment

Presentation by Jan Marston for Webilang's Language Learning Methodology Workshop: eportfolio assessment

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  • Students also use authentic, web-based resources: media and news sources: text, audio, video; target-language blogosphere; Wikipedia in the target language; Internet-Based Tools, such as dictionaries, spell-checking, thesaurus, glossaries, target-language search engines, chat, video-conferencing...
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    • 1. Seminar on Language and Culture Methodology: Electronic Portfolios as Qualitative Assessment (alternatives to The Big Test) Omsk Pedagogical University / Webilang December, 2013 Jan Marston, Ph.D. Drake University
    • 2. Electronic Portfolios Show Progress Over Time and Allow Learners to Recognize Their Own Growth and Progress 2
    • 3. A Complete Eportfolio Includes… Paired Artifacts to Show Progress Over Time •A Benchmark Audio or Video Recording (early in the semester) •A Comparable Audio or Video Recording (at semester’s end) •Benchmark Writing Samples • (at beginning and at end) Benchmark Analysis of Cultural Phenomena (at beginning and at end) 3
    • 4. Faculty Assesses Recorded Speaking Artifacts Using Rubrics 4
    • 5. Eportfolio Project: Phone Videos Touring Your Home Town (in the target language) 5
    • 6. Students Self-Assess By Writing Reflectively About Each Eportfolio Artifact 6
    • 7. Eportfolio Project: In Their Blogs, Students Regularly Make Artifacts & Reflect On Their Work Across The Semester
    • 8. Eportfolios Complement Traditional Testing and Encourage Learner Ownership of Their Progress. So “It’s not what you do one day that counts, it’s what you do every day.” 8
    • 9. Eportfolio Project: Blogging About Russian Politics (with analysis of Russian language video) - by a first-year student of Russian
    • 10. Model Eportfolio Project: Making Connections on a Theme (Pete Smith) 10
    • 11. Students need to... Think differently. Search differently. Integrate differently. 11
    • 12. ...and we model how they can do that in another language and culture, using tools for native speakers. 12
    • 13. The fifth of the five defining outcomes of a liberal education as described by the Association of American Colleges and Universities: 5) Habits of mind that foster integrative thinking and the ability to transfer skills and knowledge from one setting to another—achieved and demonstrated through advanced research and/or creative projects in which students take the primary responsibility for framing questions, carrying out an analysis, and producing work of substantial complexity and quality.