I attended a workshop on the European Language Portfolio, based on the
Common European Framework. It has really excited me about the possibilities
of a standardized, widely recognized portfolio model.  I think this
portfolio model has a lot to offer in terms of adult ESL learners managing
and taking charge of their learning progress.

A standardized portfolio model such as the ELP moves beyond standardized
testing which can at best provide only a snapshot of general language
proficiency at key points in time. I think it's essential to move beyond
standardized assessment tools and focus on the documentation of specific
language competencies relevant to specific learner goals and objectives.   A
standardized portfolio tool, perhaps initiated in an adult ESL classroom,
which goes with the learner from class to class, program to program and even
to the workplace - would provide a much more detailed self-assessment.  In
the ESL classroom it would inform the development of individualized learning
plans and encourage learner autonomy and self-direction both in and out of
the classroom. Quoting from some of the research done on the ELP, it could
provide "an important interface between language learning, teaching and
assessment" and achieve these "invisible learning outcomes:
-	commitment to and ownership of one's language learning:
-	tolerance of ambiguity and uncertainty in communicative situations and
learning
-	willingness to take risks in order to cope with communicative tasks
-	learning skills and strategies necessary for continuous, independent
language learning
-	reflective basic orientation to language learning, with abilities for
self-assessment of language competence

Pauline McNaughton
Executive Director / Directrice executive
Centre for Canadian Language Benchmarks/Centre des niveaux de competence
linguistique canadiens
200 Elgin Street, Suite 803 / 200 rue Elgin, piece 803
Ottawa, ON K2P 1L5
T (613) 230-7729 F (613) 230-9305
pmcnaughton at language.ca
< http://www.language.ca/>

This communication is intended for the use of the recipient to which it is
addressed, and may contain confidential, personal, and or privileged
information.  Please contact us immediately if you are not the intended
recipient of this communication, and do not copy, distribute, or take action
relying on it.  Any communication received in error, or subsequent reply,
should be deleted or destroyed.



Le present message n'est destine qu'a la personne ou l'organisme auquel il
est adresse et peut contenir de l'information confidentielle, personnelle ou
privilegiee.  Si vous n'etes pas le destinataire de ce message,
informez-nous immediatement. Il est interdit de copier, diffuser ou engager
des poursuites fondees sur son contenu.  Si vous avez recu ce communique par
erreur, ou une reponse subsequente, veuillez le supprimer ou le detruire.




-----Original Message-----
From: Marie Cora [mailto:marie.cora at hotspurpartners.com]
Sent: July 20, 2006 9:15 AM
To: Assessment at nifl.gov
Subject: [Assessment 416] FW: [SpecialTopics 164] Re: Keeping students'
eyeson the prize


Colleagues - from the Special Topics List:


-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of John Comings
Sent: Wednesday, July 19, 2006 8:30 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 164] Re: Keeping students' eyes on the prize

I, too, think national curriculum frameworks for subgroups of students
(based on their goals and their learning needs) would be helpful to
persistence. It would make it much easier to build learning plans that
included guides self-study, classes, tutoring, one-day intensive
workshops
and other modes of learning into a coherent learning activity.

--On Tuesday, July 18, 2006 10:49 AM -0400 john strucker
<john_strucker at harvard.edu> wrote:


> Hi David and colleagues,

> 	One part of a total approach to improved persistence that we

should

> explore is the one they are trying in the UK.  Their adult students

take

> a  series of nationally developed curriculum-based benchmark tests

that

> give  them feedback on their mastery of various specific competencies

and

> also  give them a sense of how much closer they are getting to

reaching

> their  long-term goals.

> Best,

> John Strucker

>

> --On Sunday, July 16, 2006 4:25 PM -0400 David Rosen

> <djrosen at comcast.net>  wrote:

>

>> John, and other colleagues,

>>

>> Part of the persistence challenge is that some adult learners make

>> progress very slowly and have so very far to go before they see the

>> prize they may have their eyes on.  The prize might be a high school

>> diploma, a better job, a living wage, a good job with a decent salary

>> and good benefits, or going to college, but these may be basic

>> literacy or beginning English language students who need years of

>> study to achieve one of these goals.  One answer might be to increase

>> intensity, more time on task, more hours of study.  But this is not

>> always possible for programs, because they lack the funding to

>> increase intensity of classroom instruction, or for learners, who

>> usually have other commitments like working and parenting.  Funders

>> -- especially companies when they fund "workplace literacy" -- often

>> want results in  a few weeks or months, and even major federal and

>> state funders want results at the end of the fiscal year, either one

>> of these prizes or evidence of progress toward its attainment.

>>

>> Are there some ways we could sustain the student's original motive or

>> goal (the GED diploma, a good job, or an admission to college prize)

>> over several years, if needed.  What do we know about  strategies

>> like awarding certificates for small achievements, holding annual

>> recognition ceremonies, and providing good formative assessment so

>> students can see they have reached some milestones? How about

>> strategies like building community, providing food, helping students

>> to learn skills that they can use in daily living?  Can we articulate

>> from research and/or professional wisdom what strategies work (if

>> any) in sustaining long-term students' motivation and convince

>> funders that we need their support for these strategies?

>>

>> David J. Rosen

>> djrosen at comcast.net

>>

>>