Transforming Language Assessments in Remote Teaching and Learning: Digital Portfolios
Assessment procedures need to be considerably reviewed for more effective and improved learning outcomes particularly in remote learning environments. Traditional language testing, such as standardized multiple-choice testing, grammar and vocabulary tests still hold value for specific purposes, however, transforming the assessment mindset is both inevitable and critical to better respond to language users of the 21st century.
The purpose of this study is to demonstrate how Second Language (L2) instructors can closely monitor their students’ progress in learning specific target language forms and features and use them in real-world communications in various modes by incorporating standard and performance-based audio-visual portfolios into their teaching practices. A “Digital Portfolio,” as defined in this study, incorporates a multimodal process of the language and culture, contains evidence of the learner’s work, and shows the learners’ linguistic and intercultural growth over time.
This presentation offers a rationale for maintaining learners’ digital portfolio throughout the semester and describes the goals of each assigned performance task, procedures for creating a portfolio, and how to provide feedback and corrections. It also presents examples of learners’ Can-Do statement rubrics, assessment criteria, sample portfolio products, and reflections. Finally, pedagogical implications and practical issues are discussed.