Important Message about LEARN NC

LEARN NC is evaluating its role in the current online education environment as it relates directly to the mission of UNC-Chapel Hill School of Education (UNC-CH SOE). We plan to look at our ability to facilitate the transmission of the best research coming out of UNC-CH SOE and other campus partners to support classroom teachers across North Carolina. We will begin by evaluating our existing faculty and student involvement with various NC public schools to determine what might be useful to share with you.

Don’t worry! The lesson plans, articles, and textbooks you use and love aren’t going away. They are simply being moved into the new LEARN NC Digital Archive. While we are moving away from a focus on publishing, we know it’s important that educators have access to these kinds of resources. These resources will be preserved on our website for the foreseeable future. That said, we’re directing our resources into our newest efforts, so we won’t be adding to the archive or updating its contents. This means that as the North Carolina Standard Course of Study changes in the future, we won’t be re-aligning resources. Our full-text and tag searches should make it possible for you to find exactly what you need, regardless of standards alignment.

Assessment should provide multiple measures and opportunities for students to create and demonstrate what they can do with a language. To provide a comprehensive picture of a student’s language ability, the teacher should strive to create a balance between formative assessment and summative assessment.

Assessments should be authentic and include alternative and integrated performance-based assessments.

The teacher and language learner need to identify goals, objectives, and expected results before beginning to plan a lesson or activity. In other words, it is essential to determine what the learner should know, understand, and be able to do. According to Terry Crooks is his article about classroom evaluation, classroom assessment “guides students’ judgment of what is important to learn, affects their motivation and self-perceptions of competence, structures their approaches to and timing of personal study… and consolidates learning and affects the development of enduring learning strategies and skills.”

Once learning goals and objectives are set, the teacher and language learner must determine what type of evidence will show how well those goals have been met. The assessments should reflect student progress and should move from simple to more complex tasks.

After the objectives and the type of evidence to document success are determined, then the teacher and language learner can begin to develop activities that will guide and prepare the learner with the knowledge and skills to master those objectives.

The purpose of assessment differs according to who is conducting or using the assessment.

  • School administrators use assessment as benchmarks for instruction, placement, or exemption in course levels and certification.
  • Teachers use assessments as diagnostic tools and feedback for guiding instruction, evidence of progress, and evaluation of teaching or curriculum.
  • Researchers use assessment to gather data on knowledge about language learning and language use, and for evaluation or experimentation of programs.

In this video, state language consultants, district supervisors, and administrators comment on the impact of LinguaFolio in a balanced assessment program. How has LinguaFolio been helpful for these administrators, and how has it been used in these districts as a vital formative assessment? How do you imagine LinguaFolio being useful for assessment in your own classroom or school setting?

You must have javascript and Flash Player to play this video.

Download video (Right-click or option-click)

Video transcript: “What is the Purpose of Assessment?”
Document courtesy of North Carolina Department of Public Instruction
Open as PDF (211 KB, 2 pages)

A comprehensive, balanced assessment program

A comprehensive, balanced assessment program is a combination of formative and summative assessments, aligned with state and national standards.

linguafolio assessment diagram