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GLP Dossier

Creating and Organizing the Language Dossier

The Language Dossier consists of three types of files:

  1. samples of the learner’s oral and written work,
  2. an explanation of language test results and professional certifications,
  3. a description of major language learning experiences, such as internships, study abroad, or service learning.

Dossiers are organized according to their objectives. Models are provided for a dossier within a course portfolio and a dossier for program assessment purposes:

I. Dossier created and organized within a course portfolio

Table of Contents. (See Models A, B and C.)

The Table of Contents needs to indicate at the top of the page the course for which the dossier is created and the school term during which the dossier was created. It may be arranged either by date, as in Model A, or by type of assignment, as in Model B, which also organizes the contents by type of file (Word documents, Powerpoints, audio files, video files, and so on). Model C is organized by types of skills or experiences that the learner is attempting to illustrate (business letter writing, oral interviews, group presentations, or something else.) The instructor may provide guidance concerning the order of the written and oral samples when identifying items that must appear in the dossier. The Table of Contents should provide the date when the written or oral sample was done. The first item in the Table of Contents should be the course syllabus.

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Labeling the context of the samples (Draft? Final product? Test situation?)

Listing writing samples. For writing samples, learners should indicate in the Table of Contents whether the document in the dossier (a) was the result of one or several drafts, (b) whether writing was done in a setting where there was access to a dictionary and reference grammar; (c) whether there was feedback or correction by peers or by the instructor.

Listing oral samples. For oral samples, both individual presentations (spoken production) and group work (spoken interaction), learners should indicate in the Table of Contents whether the document in the dossier (a) was done with or without prior preparation, (b) whether a recorded audio or video file was or was not rehearsed in advance, (c) whether there was peer or teacher feedback on earlier versions before this one was recorded.

Listing graded tests and assignments. For graded tests and assignments, indicate the purpose of the test and, if applicable, indicate for which of the five skill areas in the Language Biography they provide an illustration of the learner’s capabilities.

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Recording test results or certifications

Portfolios for a course may include test results or certifications, but this heading is left out unless there is was a test or certification to report.

 

Dossier samples and self-evaluation checklists from the Language Biography

Samples of written and oral work serve to illustrate the performance level that the learner assigned himself on either the American or European self-assessment checklists of the Language Biography. If the learner’s performance in these samples does not correspond, the learner may wish to reevaluate his self-assessment on the checklists.

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II. Dossier created and organized within a Program Assessment portfolio

Table of Contents (See Model D)

The table of contents should begin by providing a description of the major or minor program and then list the subfolders that are found in the dossier.

While it is possible to have a subfolder for each course in a student’s program, it is easier to measure student progress in acquiring language skills if subfolders are organized by skill area. For each skill area (e.g., writing, spoken production, spoken interaction), the student can illustrate progress either from course to course or from semester to semester.

If learners have created a multi-language portfolio consisting of samples of written and oral work in more than one language, then each language should have a separate subfolder, with subfolders within the each language subfolder to track progress in the same language.

Labeling the context of the samples (Draft? Final product? Test situation?)

Listing writing samples. If there is a subfolder with writing samples, it should have its own table of contents. For each writing sample listed, learners should indicate whether the document in the dossier (a) was the result of one or several drafts, (b) whether writing was done in a setting where there was access to a dictionary and reference grammar; (c) whether there was feedback or correction by peers or by the instructor.

Listing oral samples. If there are subfolders for spoken production and spoken interaction, learners should indicate in the Table of Contents whether each document in the dossier (a) was done with or without prior preparation, (b) whether a recorded audio or video file was or was not rehearsed in advance, (c) whether there was peer or teacher feedback on earlier versions before the version in the dossier was recorded.

Listing graded tests and assignments. A subfolder with graded tests and assignments does not usually appear outside of course portfolios.

Multiple languages. Ideally the subfolders for each language will be organized so that samples will illustrate a progression in language skills and cultural competence, from the courses taken earlier to those taken later.

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Recording test results or certifications

Ideally a national or international test will verify the learner’s self assessment toward the end of the major program. The tester should be identified, e.g. ACTFL or the Goethe Institute. The level of the test should be explained. And the results for each test should be explained.

Dossier samples and self-evaluation checklists from the Language Biography

Samples of written and oral work also serve to illustrate the performance level that the learner assigned himself on either the American or European self-assessment checklists of the Language Biography. If there is no official test, and the learner’s performance in these samples does not demonstrate what the learner says he “can do” in the Language Biography’s self-assessment checklists, the learner may wish to reevaluate his self-assessment on the checklists and adjust the ratings accordingly.

Models - Table of Contents for:

  • A Course Model A (.doc print |.pdf pdf )

  • A Course Model B (.doc print |.pdf pdf )
  • A Course Model C (.doc print |.pdf pdf )
  • Program Assessment Model D (.doc print |.pdf pdf )
 


  Global Language Portfolio  

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