Portfolio Based Language Assessment
LINC programs in Canada use Portfolio Based Language Assessment (PBLA) as an approach for assessing language learning. PBLA is grounded in the guiding principles of the CLB and is competency-based, task-based and learner-centred. It is a collaborative approach to formative assessment (assessment for learning) and summative assessment (assessment of learning) in which learners collect samples of their work, called artefacts, to demonstrate their ability in each skill area.
PBLA is evidence-based; this evidence is collected by the learner in the form of artefacts – completed language tasks demonstrating their language abilities in specific skills. The artefacts are collected over time and include skill-using tasks, assessment tasks and reflection on learning in all four skills. Each assessment task has specific language criteria that align with the CLB the learner is working towards. The reflection pieces can include self-assessments and peer-assessments. Both provide the learner with an opportunity to examine their own work and take responsibility for their learning. The skill-using tasks can be used as assessment for learning. The assessment tasks, usually accompanied by an assessment tool such as a rubric, are more formal. Both skill-using and assessment tasks are opportunities for the instructor to provide the learner with action-oriented feedback so the learner can reflect on their learning, set goals and move forward on their language journey.
Once the learner has collected a sufficient number of artefacts across all the competencies in each of the four skills, the instructor can review the portfolio, in a collaborative process involving the learner, to determine whether the learner has demonstrated proficiency in a skill and whether to assign a new benchmark. In addition to reflection, skill-using tasks and assessment tasks, the portfolio also contains needs assessments. These help the learner and instructor identify the learner’s goals and needs and can inform the instructor’s choice of themes and topics.
Considerations
It may be challenging to introduce and explain key components of PBLA to EAL literacy and Stage I LINC learners. They will benefit from visual supports in needs assessments; space and time to become familiar with aspects of self-reflection and practice with self-assessment and peer assessment.
EAL Literacy Learners
EAL literacy learners in particular will require extra support in understanding and using PBLA as an effective tool for assessment and growth in language learning. Make sure that each element of the PBLA cycle is at an appropriate language and EAL literacy level for learners, including needs assessments, skill-building activities, skill-using tasks, assessments, assessment tools and inventories. Use level-appropriate language and text, visuals and oral language to introduce these elements. Remember that organizing and filing is also an EAL literacy skill that learners may still be developing; demonstrate how to file each task or activity in their binders. The CCLB’s multilevel modules for EAL literacy learners can support PBLA use with EAL literacy learners.
Useful Resources and References
Related Essential Components
- Competency-Based Instruction
- Task-Based Instruction
- Learner-Centred Approach
- Formative Assessment in PBLA
- Assessment Tasks
- Canadian Language Benchmarks (CLB)
- Self-Assessment
- Peer-Assessment
- Assessing Productive Skills (Speaking and Writing) using Rubrics
- Action-Oriented Feedback
- Learner Reflections
- Goal Setting
- Portfolio Based Language Assessment (PBLA)
- Needs Assessment
- Themes
- EAL Literacy Learners
- Skill-Building Activities
- Skill-Using Tasks
External Resources
External Courses
- PBLA training for instructors working with government-funded programs: PBLA Training Courses
