Does Portfolio-Based Language Assessment Align with Learning-Oriented Assessment? Evidence from Literacy Learners and their Instructors

Oct 15, 2026

A high-stakes Portfolio-Based Language Assessment (PBLA) protocol was fully implemented across Language Instruction for Newcomers to Canada (LINC) in 2019, requiring instructors and learners to set goals, complete authentic language tasks, and reflect on their work. Because communication barriers limited research with beginner English-as-a-second-language literacy learners (BELLs), the study addressed this gap via interviews with 26 BELLs and 4 instructors. Thematic analysis examined PBLA alignment with Turner and Purpura’s learning-oriented assessment dimensions, informing optimization of LINC task-based instruction and assessment.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages26

Reading Time1 h 6 min

AccessFree to download

Abstract

Study context and PBLA in LINC

Research gap with BELLs

Data collection and analysis approach

Findings and implications for learning-oriented assessment

Does Portfolio-Based Language Assessment Align with LearningOriented Assessment? Evidence from Literacy Learners and their Instructors Marilyn L. Abbott University of Alberta Kent K. Lee University of Alberta Sabine Ricioppo University of Alberta Abstract A high-stakes Portfolio-Based Language Assessment (PBLA) protocol that was fully implemented in all Language Instruction for Newcomers to Canada (LINC) programs in 2019 requires instructors and students to set language-learning goals and complete, compile, and reflect on numerous authentic language tasks. Due to the language barriers incurred when communicating with beginner English-as-a-second-language literacy learners (BELLs), no PBLA research has been conducted with BELLs. To address this gap, we interviewed 26 BELLs (n = 2 from 13 L1s) and their instructors (n = 4) about their understanding and use of PBLA. Student interviews were conducted with the assistance of bilingual interpreters in the students’ L1s. All the interviews were then transcribed and thematically analyzed in relation to PBLA’s alignment with the six dimensions in Turner and Purpura’s (2016) learning-oriented assessment framework: contextual, elicitation, proficiency, learning, instructional, interactional, and affective. Results have implications for optimizing learning, and task-based instruction and assessment practices in LINC. Résumé Le protocole d’évaluation linguistique basé sur le portefolio (Portfolio-Based Language Assessment - PBLA) à enjeux élevés a été entièrement mis en œuvre dans tous les programmes des cours de langue pour les immigrants au Canada (Language instruction for Newcomers to Canada-LINC) en 2019 . Ce protocole exige que les enseignants et les élèves fixent des objectifs d'apprentissage des langues et accomplissent, compilent et réfléchissent à de nombreuses tâches linguistiques authentiques. En raison des barrières linguistiques rencontrées lors de la communication avec des apprenants débutants en anglais langue seconde peu littératiés, aucune recherche PBLA n'a été menée auprès des apprenants. Pour combler cette lacune, nous avons interviewé 26 apprenants (n = 2 de 13 L1) et leursenseignants (n = 4) au sujet de leur compréhension et de leur utilisation du PBLA. Les entretiens avec les élèves ont été menés avec l’aide d’interprètes bilingues dans les L1 des élèves. Ensuite, tous les entretiens ont été transcrits et analysés de manière thématique en relation avec l'alignement du PBLA avec les six dimensions du cadre d'évaluation axé sur Canadian Journal of Applied Linguistics, Special Issue, 24, 2 (2021): 260-285 CJAL * RCLA Abbott, Lee & Ricioppo 261 l'apprentissage de Turner et Purpura (2016): contextuel, élicitation, compétence, apprentissage, pédagogique, interactionnel et affectif. Les résultats ont des implications pour l'optimisation de l'apprentissage et les pratiques d'enseignement et d'évaluation basées sur les tâches dans l'enseignement de la langue pour les nouveaux arrivants au Canada. Does Portfolio-Based Language Assessment Align with Learning-Oriented Assessment? Evidence from Literacy Learners and their Instructors Portfolio-Based Language Assessment (PBLA) is a mandatory, national, task-based assessment protocol in the Language Instruction for Newcomers to Canada (LINC) program. LINC is a federally funded settlement language program that provides free basic language training in English for adult immigrants who are permanent residents or Convention refugees “to facilitate social, cultural, economic and political integration into Canada”(Citizenship & Immigration Canada, 2010, p. 1). LINC programming is guided by the Canadian Language Benchmarks 1 (CLBs) (Centre for Canadian Language Benchmarks, 2012) and its prescribed teaching approach is task-based language teaching (TBLT) and assessment in the form of PBLA (Citizenship and Immigration Canada, 2015) . The CLBs are a set of competency-based language standards that describe the ch

FAQs

What does PBLA require in the LINC program?

PBLA is a mandatory national protocol in LINC that requires instructors and learners to set language-learning goals and complete, compile, and reflect on numerous authentic language tasks.

Why was research on PBLA previously lacking for BELLs?

Communication barriers encountered when working with beginner English-as-a-second-language literacy learners limited PBLA research with BELLs.

How was the PBLA alignment evaluated in the study?

Interviews with BELLs and instructors were transcribed and thematically analyzed against the six dimensions of the learning-oriented assessment framework by Turner and Purpura (2016).

Oct 15, 2026

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