Portfolios2: TESL Candidates' Transformed Understandings of Portfolio Assessments With English Learners Through Performance-Based Assessment

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Author(s): Joan Lachance (UNC Charlotte, USA)
Copyright: 2019
Pages: 17
Source title: Early Childhood Development: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-7507-8.ch048

Keywords: Education / Information Science Reference / K-12 Education / Sociology

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Abstract

Graduate level teacher candidates preparing to work with English learners participate in coursework related to theory and practice for many aspects of second language acquisition. In this presentation the author describes and discusses an innovative capstone project, completed in the context of the second language acquisition course, which conceptualizes and embodies performance-based assessments. What makes this exceptional is that teacher candidates demonstrate deep insight regarding the authenticity of using performance-based assessments with K-12 English learners while simultaneously connecting the concepts to their own pre-service teaching performance-based assessments; Portfolios2.

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Portfolios2: TESL Candidates' Transformed Understandings of Portfolio Assessments With English Learners Through Performance-Based Assessment

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