Portfolios to Assess Literacy and Second Languages: An Annotated Bibliography

July 5, 2011

Portfolios to assess literacy and second languages by Sarah EatonFor a few years now I’ve been interested in the topic of using portfolios and asset-based (also known as strength-based) approaches to assessment. Significant theoretical research and applied classroom practice has been done in the field of alternative assessment, and specifically in area of using portfolios and e-portfolios.

The practice of using portfolios for second and foreign language teaching has increased in popularly, with an increased understanding and adoption of the Common European Framework of Reference for Languages. Almost simultaneously, there has been a rise in the use of similar frameworks in the field of literacy. However, there is little collaboration between those who work in literacy and those who teach second and modern languages.

This annotated bibliography is an attempt to collect, select and share resources that may be relevant, helpful and useful to professionals working in both the second language and literacy sectors. The deeper values that guide this work are predicated on the belief that researchers and practitioners working in both fields have much in common and would benefit greatly from increased dialogue and shared resources.

Download a copy here: http://hdl.handle.net/1880/51923

Check out these related posts:

Student portfolios for Language Learning: What They Are and How to Use Them

Using Portfolios for Effective Learning

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

Report (Canada): “The Business Case for Lifelong Learning”: Adult education and Literacy

July 4, 2011

On Canada Day I posted about a report from the US on the impact of adult education on the American economy. I took a bit of flak for posting about the US on Canada Day, so let me make up for it by celebrating the 4th of July with a newly-released report from Canada on the very same topic.

The Ontario Chamber of Commerce (Canada) has just released, “The Business Case for Lifelong Learning and Job-Based Training”, a 28-page report on the economic impact of lifelong learning and adult education.

The report addresses:

  • Workforce learning and development: A key lever of innovation
  • The economic case for investment in workforce training
  • The role of government in a competitive education and training system
  • Recommendations

You can download a copy of the report here: http://occ.on.ca/wp-content/uploads/2011/06/Workforce-Training-Report_Electronic.pdf

Here is a video (3:17 in length) that introduces the report: http://www.youtube.com/user/OntarioChamber?feature=mhsn#p/a/u/0/jyDt9k0NLCY

Although this report deals specifically with one Canadian province, it may be useful to reference in grant applications, position papers and other research, as it helps to document current trends in the field of literacy and in particular, the economic impact of lifelong learning and adult education.

So, Happy Canada Day (belated), Happy Independence Day. Wherever you are, celebrate lifelong learning and the positive impact it makes on our world!

Related posts:

New Report: The Economic ROI of Adult Education Programs (U.S. report)

The economic impact of language programs on communities

Research: ESL programs boost Calgary’s economy by $26M+ per year

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Comments Off on Report (Canada): “The Business Case for Lifelong Learning”: Adult education and Literacy | education, Literacy | Tagged: , , , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

New Report: The Economic ROI of Adult Education Programs

July 1, 2011

A new policy paper published by the McGraw-Hill Research Foundation that was developed in collaboration with the United States’ National Council of State Directors of Adult Education and the U.S. National Adult Education Professional Development Consortium states that “a preemptive focus on adult education actually saves governments money by reducing societal healthcare, public assistance, and incarceration costs”.

The report, “The Return on Investment from Adult Education and Training: Measuring the Economic Impact of a Better Educated and Trained U.S. Workforce,” put it in plain simple language by saying that adult education “improves and expands the nation’s available pool of human capital by helping motivated but under educated people achieve gainful employment in today’s increasingly high-tech and global job market, and at a far lower cost per learner when compared to either K-12 or higher education.”

The co-authors Dr. Lennox McLendon (Executive Director, National Council of State Directors of Adult Education and the National Adult Education Professional Development Consortium), Debra Jones (California Director of Adult Education and Chair, NAEPDC Research Workgroup) and Mitch Rosin (Editorial Director, McGraw-Hill School Education Group) have put together a solid 26-page report that is a brilliant combination of statistics and related evidence that ultimately constructs a clear picture of the economic return on investment (ROI) of adult education and literacy programs. The culmination of the evidence they present  fully supports their closing argument:

“Current federal adult education and workforce skills programs need to be better funded, but they also need to be redesigned and connected more effectively to state and local programs. We must have an integrated system of adult education and workforce development that serves millions of Americans in accessible, affordable, and accountable ways – on the job, online, and in the classroom.”

Although this report is focused on the U.S.A. it provides compelling evidence for programs in other countries, too.

This is a report that is worth looking at and sharing.  Download your free copy from here: http://www.mcgraw-hillresearchfoundation.org/wp-content/uploads/the-return-on-investment-from-adult-education-and-training.pdf

Related posts:

The economic impact of language programs on communities

Research: ESL programs boost Calgary’s economy by $26M+ per year

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Share this post: New Report: The Economic ROI of Adult Education Programs http://wp.me/pNAh3-Mm

Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Comments Off on New Report: The Economic ROI of Adult Education Programs | education, language program administration, Literacy, marketing, research, Uncategorized | Tagged: , , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

English in the Workplace (EWP): Free How To Guide for Employers

June 22, 2011

I just found a tremendous free resource that I just had to share with you. Common Ground: A How-To Guide for Employers is designed for employers to help them set up and deliver their own English in the Workplace (EWP) programs.

Written by Douglas Parsons and Paul Holmes and published by the Centre for Excellence in Intercultural Education (Norquest College) in 2010, this guide details a step-by-step process. It goes over everything from conducting a needs assessment, choosing learning settings,  finding a facilitator, setting goals, developing independent learners and evaluating the program.

There even sections on how to customize an English program for a specific workplace.

Click here to download this 72-page guide is available from the National Adult Literacy Database (NALD). As with all the resources on NALD, this guide is free and you simply download it directly from their site.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

2 Comments | ESL, Literacy | Tagged: , , , , , , , , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

New Trends in Education: Formal, Non-formal and Informal Learning – Implications for Evaluation and Assessment

June 9, 2011

Thanks to the Ontario Literacy Coalition (OLC) for inviting me to be part of their webinar series. In case you missed the program this week on “New Trends in Education: Formal, Non-formal and Informal Learning: Implications for Evaluation and Assessment” you can watch the recording here:

Here’s the link to program, too: http://youtu.be/6iH_ikNmn9I

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Comments Off on New Trends in Education: Formal, Non-formal and Informal Learning – Implications for Evaluation and Assessment | education, languages, learning strategies, Literacy, teaching, Uncategorized, webinar | Tagged: , , , , , , , , , , , , , , , , | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

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