febrero 14, 2025

 

FIRST UNIT: A Language Teaching Assessment Portfolio

By Dana León, Camila Lopez & Daniela Molina.

Assessment is at the heart of effective language teaching, shaping how learners progress and how educators refine their methods. This blog is a collaborative space where our team ( Dana León, Camila Lopez and Daniela Molina) shares information, resources, and practical examples of assessment in action along with all of the work done during the semester.

From formative assessments that guide daily instruction to summative evaluations that measure long-term growth, this portfolio showcases our work in designing, implementing, and reflecting on various assessment strategies. Whether you're an educator looking for inspiration, a researcher exploring assessment trends, or a student curious about evaluation methods, we invite you to explore our contributions and join the conversation.

Stay tuned for lesson-based assessments, rubrics, feedback techniques, and innovative ways to measure language learning success!

Activity number 1. Types of Assesments

Goal 1.1. Define some key concepts around assessment

Type of Assessment	Explanation	References
Summative	It is conducted at the end of a learning period to evaluate overall achievement (Garrison & Ehringhaus, 2007).	Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom. Association for Middle Level Education.
Formative	Ongoing assessments used to monitor student learning and provide feedback for improvement (Black & Wiliam, 1998).	Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
Continuous	Refers to the regular evaluation of students’ progress throughout a learning period rather than relying solely on final exams. It provides ongoing feedback, allowing students to improve continuously and teachers to adjust instruction based on performance (Black & Wiliam, 1998).	Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
Informal	A way of collecting information about the performance of our students under normal classroom conditions. This is done without establishing test conditions, as in the case of a formal assessment.	Harris, M. and McCann, P. (1994). Assessment. Macmillan Heinemann.
Formal	Uses formal tests or structured continuous assessment to assess the student's level.	British Council. (n.d.). Formal assessment. https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/d-h/formal-assessment
Self	Provides useful information about students’ expectations and needs, their problems and worries, how they feel about their own progress, their reactions to the materials and methods being used, what they think about the course in general.	Harris, M. and McCann, P. (1994). Assessment. Macmillan Heinemann.
Peer	Peer assessment provides a structured process for students to analyze and give feedback on their peers' work. This practice helps them develop essential skills in evaluation and constructive criticism while also enhancing their ability to self-assess and improve their own work. To learn how to implement peer evaluation in group projects, refer to the section on teaching students to assess their peers.	Peer assessment | Center for Teaching Innovation. (s. f.). https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-assessment
Alternative	Traditional assessments mainly test a learner’s knowledge of a topic but often overlook deeper learning aspects like applying, evaluating, or creating. In contrast, alternative assessments focus on measuring proficiency by allowing students to demonstrate their understanding through innovative tasks. These assessments encourage reflection and problem-solving, involving real-world challenges that require practice, feedback, and continuous improvement rather than simply selecting the correct answer.	Alternative assessments. (s. f.). Teaching And Learning Centre. https://tlc.ontariotechu.ca/teaching/course-design/assessment-and-evaluation/alternative-assessment.php
Testing	As communicative teaching gained popularity in the late 1970s, new approaches to language assessment emerged. Canale and Swain (1980) introduced a framework that included grammatical, sociolinguistic, and strategic competence. A decade later, Bachman (1990) refined this model by incorporating psychophysiological mechanisms and identifying four key components: grammatical, textual, illocutionary, and sociolinguistic competence. Later, Bachman and Palmer (1996) further expanded the model by integrating affective and metacognitive elements. This framework has influenced standardized tests like IELTS and continues to shape research in language assessment.	Clapham, C. (2000). ASSESSMENT AND TESTING. Annual Review Of Applied Linguistics, 20, 147-161. https://doi.org/10.1017/s0267190500200093

Activity number 2.  Different Types of Assessment and Teaching Relate in a Classroom Situation

Goal 1.2. To explain assessment in teaching and learning processes

Different types of assessment play a crucial role in language teaching and learning, as they help teachers understand students' progress and adapt their teaching strategies. Diagnostic assessment takes place at the beginning of the learning process and helps determine students’ initial language proficiency. In a language classroom, it identifies strengths and weaknesses in skills such as reading comprehension, writing, and pronunciation, allowing teachers to design lessons that meet students' needs. Formative assessment happens throughout the learning process and focuses on monitoring students’ progress. In language teaching, it can include providing feedback on essays, evaluating pronunciation exercises, or assessing participation in discussions. This type of assessment helps teachers adjust their teaching methods and provides students with opportunities to improve before final evaluations.

Summative assessment takes place at the end of a learning period and measures students' achievement of learning objectives. In language learning, summative assessments often include final exams, structured essays, or oral presentations, which demonstrate the students' overall progress. Additionally, self-assessment and peer assessment encourage students to reflect on their learning and give constructive feedback to their classmates. In language classrooms, these methods can be applied through peer reviews of written assignments or self-assessment of speaking skills, fostering autonomy and critical thinking, which are essential for language development.

The different types of assessment are closely connected to teaching in a language classroom, as they provide valuable insights into students’ progress and help educators refine their teaching methods. Diagnostic assessment guides lesson planning, formative assessment allows for real-time adjustments, and summative assessment evaluates overall achievement. Meanwhile, self-assessment and peer assessment promote student engagement and independence in learning. Combining these assessments effectively ensures that students receive the support they need while also allowing teachers to improve their instructional strategies. 

A well-balanced assessment approach can also enhance students’ motivation and confidence in language learning. When students receive constructive feedback through formative assessment, they become more aware of their strengths and areas for improvement, which encourages them to take an active role in their learning. Similarly, self-assessment and peer assessment foster a sense of responsibility and collaboration, helping students develop critical thinking and problem-solving skills. 

In conclusion, assessment not only measures progress but also enhances the teaching and learning experience in a language classroom. A proper assessment can create a positive impact on the students and will provide them information on the areas where they can work on, as well as fomenting reflection towards their own learning process and how they can improve their language abilities as a whole. By incorporating diverse assessment methods, teachers can create a supportive learning environment that empowers students to take ownership of their progress and build long-term language proficiency.

Activity 3. Portfolio in Language Learning

What is a portfolio in Language learning? 

A portfolio in Language Learning is a gathering of evidence that documents the progress of the learner over time. A portfolio in language learning is a collection of work and materials that reflect a learner’s progress and achievements in the language over time. It can include a variety of items, such as:

• Writing samples (essays, reports, stories, etc.)

• Recorded speaking tasks (audio or video recordings of conversations, presentations, etc.)

• Grammar and vocabulary exercises

• Reflections on learning (notes about challenges, improvements, and goals)

• Feedback from teachers or peers

• Certificates or awards related to language learning.

How does a portfolio contribute to the learning of a language?

It contributes to the language learning experience by allowing the student to look back and reflect on their strengths and weaknesses, making them aware of the areas that need improvement and those in which they excel. Another “plus” of the use of portfolios is that it is totally personalized, that makes the student feel ownership and more autonomous, which leads to higher engagement and motivation to keep learning. 

Portfolios encourage active participation in the learning process and can be customized to suit individual learning styles.

How do we assess a portfolio?

We can assess portafolios by previously establishing criteria and by assessing growth in the areas to develop.

Portfolios are typically assessed using rubrics that evaluate several criteria, such as:

• Language proficiency: How well the student demonstrates their reading, writing, listening, and speaking skills.

• Content: The relevance, accuracy, and variety of the materials included.

• Progress: Evidence of improvement over time and the effort shown in the work.

• Reflection: The student’s ability to critically reflect on their learning, make connections between tasks, and articulate future goals.

  
  

  Final Reflection

  
  

  Throughout this unit, our team has gained a deeper understanding of the crucial role assessment plays in language teaching and learning. We explored a wide range of assessment types, from formative and summative assessments to self, peer, and alternative approaches. By comparing their purposes and implementation methods, we learned how each type serves a specific function in supporting student growth and guiding instructional decisions.
  One of the key takeaways from this experience was recognizing the importance of using multiple forms of assessment to provide a complete picture of a student’s progress. We saw how formative assessments support continuous feedback, how diagnostic tools help tailor instruction from the beginning, and how summative evaluations measure final outcomes. Additionally, we discovered the powerful impact of involving students in their own learning process through self- and peer-assessments, promoting reflection, motivation, and independence.
  Creating and working with language portfolios was also a meaningful part of our learning. We came to understand portfolios not just as collections of student work, but as personalized learning journeys that encourage ownership and growth. The process of setting criteria and using rubrics to evaluate portfolios helped us develop a more holistic and student-centered view of assessment.
  Overall, this unit has equipped us with practical tools and critical perspectives to design effective assessments in real classroom contexts. It reminded us that assessment is not only about measuring outcomes, but also about inspiring progress, guiding teaching, and empowering students as lifelong learners. We look forward to applying these insights in our future teaching practice and continuing to explore innovative ways to assess language learning.

REFERENCES

Arens, A., & Klippel, W. (2007). Portfolio assessment in language learning. Cambridge University Press.