Using Electronic Portfolios for Second Language Assessment

Patricia W. Cummins · Céline Davesne

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Student Assessment and Feedback EFL/ESL Teaching and Learning Reflective Practices in Education

Abstract

Portfolio assessment as developed in Europe presents a learner‐empowering alternative to computer‐based testing. The authors present the European Language Portfolio (ELP) and its American adaptations, LinguaFolio and the Global Language Portfolio, as tools to be used with the Common European Framework of Reference for languages and the American national standards, which reference the American Council on the Teaching of Foreign Languages proficiency scale. The ELP's characteristic three‐part format, consisting of a language passport, a language biography, and a dossier, builds on earlier research on portfolios and second language assessment. The portfolios' qualitative assessment complements other types of quantitative assessment measures. The authors also explore the unique affordances offered by electronic portfolios to connect teaching and learning to assessment, discuss the effectiveness of portfolios as an assessment tool, and point to future directions for e‐portfolio research and development for language learning.

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1934How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process 1986International dimensions of organizational behavior 2004Task-Based Language Teaching 2006Task-Based Language Teaching 2008From Foreign Language Education to Education for Intercultural Citizenship 2004Developing Intercultural Sensitivity: An Integrative Approach to Global and Domestic Diversity 2008Sociocultural theory and the teaching of second languages 2005Diagnosing Foreign Language Proficiency : The Interface between Learning and Assessment

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2014The potential formative benefits of portfolio assessment in second and foreign language writing contexts: A review of the literature 2012Languages for Specific Purposes Curriculum in the Context of Chinese‐Language Flagship Programs 2014A conceptual model for e-Portfolio continuous use among students integrating Uses and Gratification theory and Information system continuance model

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