Innovations in ELL Assessment: Using Portfolios to Showcase and Evaluate Learner Progress

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dc.contributor.authorEaton, Sarah E.
dc.date.accessioned2017-04-17T16:35:48Z
dc.date.available2017-04-17T16:35:48Z
dc.date.issued2015-05-27
dc.description.abstractPortfolios offer innovative opportunities for English language learners (ELLs) to receive formative feedback that not only helps assess current achievements, but also documents developmental progress over time. This paper examines the use of portfolios in terms of formative assessment and developing learner autonomy for English language learners (ELLs). Benefits include increased self-confidence, motivation and a sense of personal agency for the learners. Benefits for teachers include a deeper understanding of individual learners’ needs and progress. Different types of portfolios are explained, including both paper-based and electronic options, along with typical component elements. Challenges of using portfolios with ELL learners are explored. Finally, concrete recommendations for classroom practitioners are offered. Key words: English language learners, portfolios, assessmenten_US
dc.description.refereedNoen_US
dc.identifier.citationEaton, S. E. (2015). Innovations in ELL assessment: Using portfolios to showcase and evaluate learner progress.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/31637
dc.identifier.urihttp://hdl.handle.net/1880/51936
dc.language.isoenen_US
dc.publisher.facultyEducationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.rightsAttribution Non-Commercial No Derivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectEnglish as a Second Languageen_US
dc.subjectassessmenten_US
dc.subjectportfoliosen_US
dc.subjectformative assessmenten_US
dc.titleInnovations in ELL Assessment: Using Portfolios to Showcase and Evaluate Learner Progressen_US
dc.typeworking paperen_US
thesis.degree.disciplineEducationen_US
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