PBLA Portfolios – Key Elements
Feedback Opportunities throughout the Term
Over a course of study, you should plan for opportunities where learners transfer their learning to new situations and demonstrate some of the key skills in new contexts, with diminishing amounts of support. An example of “spiralling” skills is provided in the sample assessment plan below and illustrated in the two sample tasks, one skill-using task and one assessment task.
A Sample Assessment Plan at CLB 3-4
The following chart shows a sample assessment plan over a partial reporting period and demonstrates how skills and competencies can be practised over a series of modules. For examples of modules that include both skill-using and assessment tasks see the Multilevel Modules with Teaching Materials in the Resources section. As you review the plan, you might notice
- Each module has one or more tasks related to each of the skill areas (Listening, Speaking, Reading and Writing), providing multiple opportunities to practise new language specific to the topic.
- Some modules don’t include an assessment task for each skill area. In some, learners will practice new skills using a skill-using task and will complete an assessment task related to the competency in a later module.
- All the items listed could be portfolio artefacts.
- The number of tasks per topic will depend on a variety of factors, including learner interest, hours of class per week, etc.
The table below illustrates a partial plan from a semester-based program. Note that the teacher uses more skill-using tasks early in the semester and more assessment tasks later in the semester when learners are better prepared to demonstrate achievement of benchmark level expectations.
Table 4: A Sample Assessment Plan for a Sequence of Modules, CLB 3-4
SU = Skill-Using Task AT = Assessment Task I, II, III, IV = Competency Area
| Module | Listening Tasks | Speaking Tasks | Reading Tasks | Writing Tasks |
| Introducing Ourselves |
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| Selecting Recreational Opportunities in the Community |
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| Going to a Walk-in Medical Clinic |
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| Returning an Item to a Store |
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An Example of a Skill-using (SU) Task at CLB 3-4
Early in the term, while completing the module, Introducing Ourselves (the first module described in the chart above), you might have learners complete a skill-using (SU) task, writing a short piece about their interests (the first writing task described above, competency area: Sharing Information). The activity provides an opportunity to practise skills introduced in earlier skill- building (SB) activities: expressing likes and dislikes, using personal vocabulary, and writing simple sentences.
Scaffolding Options: Based on learner needs, you might work with the class to introduce paragraph structure, brainstorm topic sentences, prepare and share pre-writing webs to help learners add enough details, or review an exemplar.
Activity: No form or tool is provided. Learners complete the task, using the posted information (including the criteria checklist). You might circulate and provide support, making note of potential feedback points.
Assessment approach: Peer feedback options: numbering the activities, underlining the details given about each activity. Teacher feedback options: You might circulate, making notes and decisions about feedback for the group. Or, you could collect writing, circle a few errors and add one action-oriented feedback comment before returning. Learners review their feedback and address items identified individually or with a peer, while you circulate and provide support as needed. Make note of items to review in the next module.
An Example of Assessment Task (AT) at CLB 45
Later in the term, in the module, Selecting Recreational Activities in the Community (the second module in the chart above), you could have learners complete an assessment task to assess writing/language skills taught in the previous module and continued in this unit – focusing on stating likes, developing good support (the body of a paragraph), and using recreational vocabulary.
Scaffolding: None.
Activity: Distribute or post the tool. Learners complete the task individually.
Assessment approach: Learners may use the tool to review their work (self-assessment), initialling each of the criteria before handing it in. You will complete the assessment of learning and provide action-oriented feedback (AforL) – on one or two items only.
Follow-up: Learners review their feedback and address items identified, individually or with a peer, while you circulate and provide support as needed.
