What is PBLA?
In broad strokes, Portfolio-Based Language Assessments can be used to help students showcase their language abilities. By collecting samples of their work throughout their learning journey, students can see their progression and feel more confident in their abilities.
In the past, scores were given at the end of a term. Now, a body of work is collected to demonstrate a learner's true proficiency. If they have one "bad day" when being assessed, it's no big deal. They can still learn from the experience, and there will be other opportunities for them to shine.
As indicated in the graphic below, PBLA Instructors are encouraged to conduct regular needs assessments, help students set goals, and use this information to develop a series of lesson plans which give students the skills they need to succeed in life.
Download this file to better see the path Instructors can take
when developing effective learning modules for their students.
By reflecting on student needs and goals, Instructors can identify a general theme to tackle in class. Brainstorming about these social situations, and thinking about language skills needed to participate in them, Instructors can then weave together a series of lessons to form one cohesive learning module.
Each of the four skill-specific lessons in a module should focused on a specific "Real World Task" that are aligned with the Canadian Language Benchmarks. By consulting the CLB competency areas, indicators of abilities, and language focus targets, Instructors can design activities that allow students to demonstrate their new abilities/ tasks in class.
In PBLA, ongoing assessments are an integral part of the learning experience. Evidence of learning called "artefacts" demonstrate learner abilities are collected for each Real World Task achieved in class. These artifacts are reviewed at the end of the term, and used to assess CLB levels achieved.
