LinguaFolio® is a portfolio assessment instrument designed to support learners in setting and achieving their goals for learning languages. Kentucky’s Standard for World Language Proficiency uses the LinguaFolio Can Do statements for its Learner Benchmarks, Learning Indicators and Learning Targets.
LinguaFolio includes these three components:
• Biography, where information about a student’s language background, intercultural activities, and the self-assessment checklists are documented,
• Dossier, where samples of a student’s work document progress over time, and
• Passport, where formal qualifications, certificates or diplomas, and achievements are recorded, along with a summary of self-assessments that describe competency with different languages.
The National Council of State Supervisors for Languages (NCSSFL) has a website dedicated to LinguaFolio, which contains training modules, Can Do charts aligned to the ACTFL Proficiency Guidelines, background information and links to other resources and research.
NCSSFL's LinguaFolio page
LinguaFolio Online for middle, secondary and postsecondary learners
STAMP Test (Standards-Based Measurement of Proficiency)
AAPPL (ACTFL Assessment of Performance toward Proficiency in Languages)
NOELLA (National Online Early Language Learning Assessment)
Integrated Performance Assessments
The Integrated Performance Assessment (IPA) is a cluster assessment featuring three tasks, each of which reflects one of the three modes of communication--Interpretive, Interpersonal and Presentational. The three tasks are aligned within a single theme or content area, reflecting the manner in which students naturally acquire and use the language in the real world or the classroom. IPAs are standards-based; performance-based; developmental in nature; integrative; designed to be used with scoring rubrics that rate performance in terms of whether it meets expectations, exceeds expectations, or does not meet expectations for the task; and valid and reliable.
ACTFL Performance Descriptors for K-12 Learners
ACTFL Proficiency Guidelines
ACTFL Proficiency Guidelines 2012.pdf