and third by synthesising the implications for further action.
In constructing a LS portfolio one might wish to consider the following:
The possibilities of constructing a portfolio with descriptors for competences on various age levels but without scaling on levels ( A,B,C) for domains
Constructing portfolios nationally in accordance with content and aims in national curricula based on common European principles for learner participation, communication and learning processes
The possibilities of constructing a portfolio more for learning purposes than for evaluation
Irene Pieper (ed.), Laila Aase, Mike Fleming, Florentina Sâmihăian
The European Language Portfolio as an instrument for documenting learning experiences – implementing the pedagogical function or how hard can we make the soft pages
The less we succeed in developing the means to make the effect to be assumed from other learning experiences visible with conclusive force, the more these regular ways of reporting one’s language abilities, reported in the so-called “hard pages” (Dobson, 1997, p. 17) will dominate the ELPs. Through that we will miss the substantial potential added value of the ELP.
For the successful implementation of the pedagogical function we need repertoires for instructive experiences and documentation formats and forms that are transparent, informative, concrete, convincing, motivating, and
As hard as possible.
G. Westhoff 1999 (http://www.coe.int/T/DG4/Portfolio/documents/studies_kohonen_westhoff.doc)Westhoff
The research reported here shows conclusively that formative assessment does improve learning. The gains in achievement appear to be quite considerable, and as noted earlier, amongst the largest ever reported for educational interventions.
Black & Wiliam 1998
Establishing an LS/LE portfolio which positions learners as agents of evaluation and learning.
Establishing an LS/LE portfolio which reflects the complexity and cultural contexts of LS as an integrated part of the comprehensive plurilinguistic construction of LE.
Creating ’hard’ descriptions, models and formats for representing learning experience, meta-kognition, reflection.