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Van Houten Chiang Linguafolio Student Self-Assessment

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Van Houten Chiang Linguafolio Student Self-Assessment

  1. 1. LINGUAFOLIO : Can-Do Learning and Student Self-Assessment National Chinese Language Conference May 1, 2009 Dr. Jacque Bott Van Houten Janna Chiang KY Department of Education Jefferson County Public Schools
  2. 2. FIRST, A FEW QUESTIONS <ul><li>What do you hope to gain by attending the National Chinese Language Conference? </li></ul><ul><li>What do you want to know by the end of today? </li></ul><ul><li>What do you hope to be able to do after attending this session? </li></ul><ul><li>How will you know you’ve accomplished these goals? </li></ul>
  3. 3. LinguaFolio is <ul><li>A standards-based, self-directed formative assessment tool that records ongoing learner progress and, along with external summative assessment results, provides a comprehensive view of student performance. </li></ul>
  4. 4. LinguaFolio is a tool for <ul><li>understanding how you learn </li></ul><ul><li>reflecting on your cultural interactions </li></ul><ul><li>realizing what you can do with language and providing evidence that proves it </li></ul><ul><li>developing the ability to set short, focused, and achievable goals </li></ul><ul><li>empowering autonomous learning </li></ul>
  5. 5. National Standards Common European Framework of Reference ACTFL Proficiency & Performance Guidelines LF LinguaFolio
  6. 6. <ul><li>DOSSIER </li></ul><ul><li>Text , audio, and digital work samples </li></ul><ul><li>LANGUAGE </li></ul><ul><li>BIOGRAPHY </li></ul><ul><li>Language </li></ul><ul><li>learning </li></ul><ul><li>background </li></ul><ul><li>Can-do </li></ul><ul><li>statements </li></ul><ul><li>Learning </li></ul><ul><li>goals </li></ul><ul><ul><li>PASSPORT </li></ul></ul><ul><ul><li>Summarized </li></ul></ul><ul><ul><li>snap shot of </li></ul></ul><ul><ul><li>self- </li></ul></ul><ul><ul><li>assessments </li></ul></ul><ul><ul><li>Record of </li></ul></ul><ul><ul><li>external </li></ul></ul><ul><ul><li>assessment </li></ul></ul><ul><ul><li>results </li></ul></ul>
  7. 7. Language Biography Can-Do’s Kentucky
  8. 8. I can understand when I read... Nebraska about the weather simple directions simple stories with pictures
  9. 11. Interculturality Presentational Interpretive Products Practices Perspectives Interpersonal Communication Cultures
  10. 13. Step One <ul><li>Before using LF it is important to </li></ul><ul><li>self-assessment your own language competencies, </li></ul><ul><li>reflective upon how you learn language, </li></ul><ul><li>think about specific instances in your life where you integrate language and culture, and </li></ul><ul><li>set goals for yourself . </li></ul>
  11. 14. Step Two: Model <ul><li>Don’t be afraid to talk about what you can do in the language and where you want to improve. </li></ul><ul><li>Share with students your teaching goal for the lesson or your personal learning goal. </li></ul><ul><li>Share your intercultural experiences with your students </li></ul>
  12. 15. Step Three: Integrate <ul><li>Each day, post on the board 1-3 learning goals in the form of can- do statements, in the target language. Go over the goals at the beginning of class, refer to them when relevant during class, and provide a way for students to self-assess the extent to which they meet each goal. </li></ul>
  13. 16. Step Four: Provide Opportunities for Students <ul><li>To use the language meaningfully and in authentic contexts </li></ul><ul><li>To interact culturally </li></ul><ul><li>To set goals </li></ul><ul><li>To self-assess </li></ul><ul><li>To provide evidence of what they can do </li></ul>
  14. 17. Self-Assessment for a lesson <ul><li> Easily With help </li></ul><ul><li>I can identify 5 rooms in a house. __ __ </li></ul><ul><li>I can make a chore list for my </li></ul><ul><li>family members. __ __ </li></ul><ul><li>I can answer questions about my </li></ul><ul><li>room. __ __ </li></ul><ul><li>I can write a 4-sentence description </li></ul><ul><li>of my house for a realtor. __ __ </li></ul>
  15. 18. Post Activity Reflection <ul><li>What surprised me about the students we Skyped in Morelia, Mexico was… </li></ul><ul><li>I found the language used by my blogging friend easy/hard to understand because… </li></ul><ul><li>One thing I learned about myself or my own culture from blogging is… </li></ul><ul><li>What I still don’t understand is… </li></ul><ul><li>To prepare for the next time I blog, I want to… </li></ul>
  16. 19. Learning Goals <ul><li>Today you’ll learn how to… </li></ul><ul><li>complete a work application </li></ul><ul><li>introduce yourself and your family </li></ul><ul><li>use spell check </li></ul><ul><li>compare 2 works of art </li></ul><ul><li>describe a character in your favorite </li></ul><ul><li>book using visual supports </li></ul>
  17. 20. Student’s Individual Goals <ul><li>Before I chat online with my friend in ___, I will have to know how to… </li></ul><ul><li>I still have trouble with … so I have to work with … </li></ul><ul><li>The next step for me in the process of writing a … is …. </li></ul><ul><li>I want to learn more about … </li></ul>
  18. 26. <ul><li>Think about the goals you wrote. </li></ul><ul><li>Did you meet them? </li></ul><ul><li>What is your next step or goal for when you return to school? </li></ul>
  19. 27. Resources <ul><li>National Council of State Supervisors for Languages </li></ul><ul><li>www. ncssfl .org </li></ul><ul><li>ESL LinguaFolio European Language Portfolio </li></ul><ul><li>http://culture2.coe.int/portfolio/ </li></ul>

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