Does Portfolio-Based Language Assessment Align with Learning-Oriented Assessment? Evidence from Literacy Learners and Their Instructors

Autor/inn/en	Abbott, Marilyn L.; Lee, Kent K.; Ricioppo, Sabine
Titel	Does Portfolio-Based Language Assessment Align with Learning-Oriented Assessment? Evidence from Literacy Learners and Their Instructors
Quelle	In: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 24 (2021) 2, S.260-285 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1481-868X
Schlagwörter	Literacy Education; Second Language Learning; Second Language Instruction; Immigrants; Foreign Countries; Portfolio Assessment; Goal Orientation; Barriers; Authentic Learning; English (Second Language); Student Attitudes; Teacher Attitudes; Alignment (Education); Bilingualism; Translation; Native Language; Student Evaluation; Language Proficiency; Teaching Methods; Task Analysis; Guidelines; Adult Students; Canada + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Immigrant; Immigrantin; Immigranten; Ausland; Portfoliobeurteilung; Zielorientierung; Zielvorstellung; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Lehrerverhalten; Bilingualismus; Schulnote; Studentische Bewertung; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Richtlinien; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Kanada
Abstract	A high-stakes Portfolio-Based Language Assessment (PBLA) protocol that was fully implemented in all Language Instruction for Newcomers to Canada (LINC) programs in 2019 requires instructors and students to set language-learning goals and complete, compile, and reflect on numerous authentic language tasks. Due to the language barriers incurred when communicating with beginner English-as-a-second-language literacy learners (BELLs), no PBLA research has been conducted with BELLs. To address this gap, we interviewed 26 BELLs (n = 2 from 13 L1s) and their instructors (n = 4) about their understanding and use of PBLA. Student interviews were conducted with the assistance of bilingual interpreters in the students' L1s. All the interviews were then transcribed and thematically analyzed in relation to PBLA's alignment with the six dimensions in Turner and Purpura's (2016) learning-oriented assessment framework: contextual, elicitation, proficiency, learning, instructional, interactional, and affective. Results have implications for optimizing learning, and task-based instruction and assessment practices in LINC. (As Provided).
Anmerkungen	Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01