Portfolio assessment : facilitating language learning in the wild

Abstract

Language class assessment focusing solely on proficiency does not sufficiently address the objectives of cultural awareness and interactional competence. This article explores an alternative approach to language assessment, a portfolio that considers students’ activities beyond the classroom, in the wild. The data of this article came from the implementation of an Independent Use Portfolio that followed the principles of Dynamic Assessment and Learning Oriented Assessment. The task was implemented in two US university programs of less commonly taught languages, Finnish and Estonian. Nexus analysis and discourse analysis were used to analyze the learner portfolios. Using the portfolio task for assessment created a positive washback effect: the students sought out more opportunities to use the language and paid attention to the elements of language in these episodes. Students pursued existing relationships and established new connections in the target language. In the reflection part of the portfolio, students oriented to learnables such as specific vocabulary items, which enhanced the learning potential of their interactions. The portfolio integrated independent use in the wild with classroom instruction and will enable instructors to develop explicit instruction and assessment pertaining to the needs of real-life use. The study suggests a possible model for adopting such teaching and assessment practices.