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 Dr. Jacque Bott Van Houten Janna Chiang Janna Chiang

KY Department of Education Jefferson County Public KY Department of Education Jefferson County Public Schools Schools

FIRST, A FEW QUESTIONSFIRST, A FEW QUESTIONSWhat do you What do you hope to gainhope to gain by attending by attending

the National Chinese Language the National Chinese Language Conference?Conference?

What do you want What do you want to knowto know by the end of by the end of today?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 How will you know you’ve accomplished these goals?these goals?

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

directeddirected formative assessment formative assessment tool that records ongoing tool that records ongoing learner progress and, along learner progress and, along with external summative 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 reflecting on your cultural

interactionsinteractions realizing what you realizing what you can docan do with with

language and providing evidence language and providing evidence that proves itthat proves it

developing the ability to set short, developing the ability to set short, focused, and achievable goalsfocused, and 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 and digital work sampleswork samples

LANGUAGE LANGUAGE BIOGRAPHBIOGRAPHYY

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-Language Biography Can-Do’sDo’s

KentuckyKentucky

I can understand when I read...

about the weather

simple directions

simple stories with pictures

NebraskaNebraska

InterculturalityInterculturality

Presentational

Interpretive

Products

Practices

Perspectives Interpersonal

Com

mu

nic

ati

Com

mu

nic

ati

on

on

Cu

lture

sC

ultu

res

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 think about specific instances in your

life where life where youyou integrate language and integrate language and culture, andculture, and

set goals for set goals for yourselfyourself..

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

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

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

Share your intercultural experiences Share your intercultural experiences with your studentswith your students

Step Three: IntegrateStep Three: Integrate

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

StudentsStudents To use the language meaningfully To use the language meaningfully

and in authentic contextsand in authentic contexts To interact culturally To interact culturally To set goalsTo set goals To self-assessTo self-assess To provide evidence of what they can To provide evidence of what they can

dodo

Self-Assessment for a Self-Assessment for a lessonlesson

EasilyEasily With help With 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 I found the language used by my

blogging friend easy/hard to understand blogging friend easy/hard to understand because…because…

One thing I learned about myself or my One thing I learned about myself or my own culture from blogging is…own 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 I blog, I

want to…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 describe a character in your

favoritefavorite book using visual supportsbook using visual supports

Student’s Individual Student’s Individual GoalsGoals

Before I chat online with my friend Before I chat online with my friend in ___, I will have to know how to…in ___, I will have to know how to…

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

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

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

WHAT ARE THE WHAT ARE THE COMMON EXCUSES COMMON EXCUSES

OF SOMEONE SAYING OF SOMEONE SAYING “I CAN’T DO IT?”“I CAN’T DO IT?”

THE FEAR OF THE FEAR OF

UNKNOWN!!!UNKNOWN!!!

to evaluate and describe language to evaluate and describe language proficiency in proficiency in CLEAR & SIMPLECLEAR & SIMPLE terms terms

to to DOCUMENT & REFLECTDOCUMENT & REFLECT on their on their language learning inside and outside language learning inside and outside schoolschool

to inform others about their proficiency to inform others about their proficiency in different languagesin different languages

to set to set PERSONALPERSONAL language learning language learning objective and how to achieve itobjective and how to achieve it

GOAL SETTING???GOAL SETTING???

Short term goalsShort term goals

ChallengingChallenging

Short term goalsShort term goals

RealsticRealstic

Short term goalsShort term goals

SpecificSpecific

Short term goalsShort term goals

PersonalizedPersonalized

Short term goalsShort term goals

MeasurableMeasurable

Describing what learners Describing what learners can docan do

Essential Question: What lives around me?Essential Question: What lives around me? What animals do I have in my house?What animals do I have in my house?

I can…I can… What animals are around in my What animals are around in my

neighborhood?neighborhood? I can…I can…

How can describe the animals?How can describe the animals? I can…I can…

Embedding CAN DOs in Instructional Embedding CAN DOs in Instructional ActivitiesActivities

I teach the names, characteristics I teach the names, characteristics and sounds of animals by modeling and sounds of animals by modeling and then having students use and then having students use masks & pretend to be the animalmasks & pretend to be the animal

Formative self-assessmentFormative self-assessment I can…I can…

Long terms goalLong terms goal

Life long language Life long language leanersleaners

Empowering StudentsEmpowering Students

Happiness lies in the joy of achievement and the thrill of

creative effort

- Franklin D. Roosevelt

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 National Council of State Supervisors for Languagesfor Languages

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

jannachiang@gmail.com (Janna Chiang) Jacque.vonhouten@education.ky.gov