LinguaFolio® Training Resources
Training modules to show how to implement LinguaFolio®
6.7 Student Self-Assessment and Documenting Student-Centered Performance
There are several ways that students can assess their own language proficiency. All students may not understand self-assessment or may not be comfortable with the process because it is a new concept for them. However, students who learn to use checklists and rubrics to help evaluate their performance learn to take responsibility for their own learning. They understand how they learn and can identify their strengths and difficulties in the learning process.
Since performance assessments are often subjective, specific criteria should be set and defined clearly before the assessment is given. Checklists can be developed with general criteria or created for content-specific tasks. Students who are taught how to use checklists and rubrics to guide their learning process become more comfortable with re-evaluating what works and can adapt their studies accordingly.
The LinguaFolio self-assessment tool is a critical piece of evidence used to provide a complete picture of a person’s language abilities. It includes performance checklists, evidence of formative and summative assessments, reflective journaling, and an overall description of language performance, including communication and cultural competence.
As an important part of LinguaFolio, journal entries or reflection pieces allow students to reflect on what they have learned. Learners can begin to analyze their own learning process and identify what worked well and where they had difficulties. This reflection process allows learners to set goals for improvement and map out steps to reach those goals. (See Module 3 for reflection activities.)
Students and teachers may also conduct ongoing interviews and informal conferences or conversations that allow learners to speak easily about their accomplishments and frustrations. Building a comfortable rapport between the teacher and student creates an environment conducive to learning and to self-reflection. This opportunity facilitates monitoring student progress, providing feedback, and discussing the next steps in goal setting. Teachers may want to begin a conversation with specific questions to guide discussion, such as “What did you do to prepare for this assessment and what would you do differently next time?”
When interviews and conversations are conducted regularly throughout the year, instead of only when difficulties arise, students feel more comfortable talking about what works for them and where they seem to have difficulties.