| Body | Self-assessment is a great tool for language learners to deeply reflect on their learning performance. This activity presents two self-assessment tools for students to use in concert with LinguaFolio Online or other portfolios or approaches in which students curate evidence to demonstrate mastery of NCSSFL-ACTFL Can-Do Statements (for example, on the NCSSFL website here).
Learning Objectives: Students will be able to
- Identify where they are in a cycle of reflective learning and goal-setting
- Reflect deeply on language growth as reflected in evidence of performance of proficiency-based tasks
Materials Needed: Deep Reflection Guide, Self-Assessment Guide, device to record students’ performance and NCSSFL-ACTFL Can-Do Statements
Procedure:
- As students engage in proficiency-oriented classroom activities with clear learning outcomes (exemplified by the Can-Do Statements), give them opportunities to document their progress and performance. For written activities, learners can create documents or take photos; and for spoken activities, learners can create an audio or video recording. While any recording device is fine, it is important to note that LinguaFolio Online includes an audio recorder that students can use to create the recording themselves.
- It is important for students to reflect on the evidence of their learning and on their growth as language users. However, students may be new to the self-reflection process and may not be used to reflecting deeply about their performance, goals, and growth. Provide one of both of the following tools to scaffold student reflection.
- The Self-Assessment Guide leads learners through the cycle of Identifying goals, Planning what evidence to collect, Producing and submitting evidence, Reflecting on growth based on evidence, Responding to teacher and peer feedback, Assessing proficiency, and using that information to Identify goals again. Students can start at any step in the cycle.
- The Deep Reflection Guide encourages learners to reflect more deeply on their growing language profiency, connecting their lives outside of class, their activities in class, their language goals, and evidence that they submit to a language portfolio. Students can use this guide alone or in pairs or small groups to facilitate peer feedback.
- Make sure to provide students with multiple opportunities to reflect. Continued, intentional reflection will yield improvement in the learners’ metacognitive skills as well as support the development of increased language proficiency.
Notes/Modifications:
While most students may choose to document their reflections in a written format, students may also record their reflections using a digital audio recorder.
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