This study describes the way in which a "mini portfolio" was introduced to undergraduate language students at the University of Verona. The project revealed the need for careful scaffolding for the use of such a tool as a portfolio together with institutional recognition. The article describes the ways in which the learners, C1 level language students, as time passed began to use the tool to pinpoint areas of their learning that were more or less successful. The portfolio proved to be an invaluable reflection tool both for learners and teacher as it was used by the learners to assess and reflect upon their own learning process and the teacher as a form of ongoing assessment for learning (AFL) or formative assessment, revealing areas that required further attention in class, as well as reinforcing strategies that proved to be successful.
|Titolo:||The European Language Portfolio as Part of Increasing Learner Autonomy: An Approach Adopted in Class|
|Data di pubblicazione:||2007|
|Appare nelle tipologie:||04.01 Contributo in atti di convegno|