Portfolio Based Language Assessment (PBLA) in Language Instruction for Newcomers to Canada (LINC) Programs - Taking Stock of Teachers' Experience

Oct 15, 2026

A study examines seven Language Instruction for Newcomers to Canada (LINC) teachers’ accounts of current Portfolio Based Language Assessment (PBLA) practices, using semi-structured interviews to explore washback effects on teaching and learning. Portfolios function mainly as formative assessment tools, but can create “portfolio prisons” when used only for summative purposes. Data were qualitatively analyzed and synthesized into recurring themes. Results indicate PBLA may influence both teaching and learning, while direction and intensity depend on individual classroom contexts, informing possible intervention leverage points.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages25

Reading Time1 h 3 min

AccessFree to download

Abstract

Portfolio Based Language Assessment in LINC

Washback and Portfolio Use

Study Approach and Themes

Findings and Leverage Points

Research Questions (RQ)

RQ 1

Portfolio Based Language Assessment (PBLA) in Language Instruction for Newcomers to Canada (LINC) Programs: Taking Stock of Teachers' Experience Nwara Abdulhamid Carleton University Janna Fox Carleton University Abstract This study examined seven Language Instruction for Newcomers to Canada (LINC) teachers’ accounts of current Portfolio Based Language Assessment (PBLA) practices, elicited through semi-structured interviews, in order to explore washback- the effects of PBLA on teaching and learning. Portfolios are primarily useful as formative assessment tools (i.e., informing teaching and learning) (Fox, 2014; Little, 2007); conversely, when used solely as summative tools (i.e., achievement measures), they can result in portfolio prisons, which undermine teaching and learning (Hargreaves et al., 2002) . To investigate the washback effect of PBLA, data were qualitatively analyzed, synthesized, and merged in development of recurring themes (Charmaz, 2006) . Findings suggest that PBLA may have had washback on both teaching and learning. However, teachers’ individual classroom situations determined the direction and intensity of reported PBLA washback. The study highlights leverage points (Fox, 2004) where interventions (e.g., additional support, resources) might address negative washback. Résumé Cette étude a examiné sept rapports d’enseignants de cours de Language Instruction for Newcomers to Canada (LINC) sur les pratiques actuelles de l’Évaluation linguistique basée sur le Portfolio (ELBP), obtenus au moyen d’entrevues semi-structurées, afin d’explorer les effets de retour (washback) du ELBP sur l’enseignement et l’apprentissage. Les portfolios sont principalement utiles comme outils d'évaluation formative (c.- à -d. pour renseigner sur l'enseignement et l'apprentissage) (Fox, 2014; Little, 2007); à l'inverse, lorsqu'ils sont utilisésuniquement comme des outils sommatifs (c'est-à -dire des mesures de réussite), ils peuvententraîner des effets d’emprisonnement par les portfolios, ce qui sape l'enseignement et l'apprentissage (Hargreaves, Earl & Schmidt, 2002) . Pour étudier l’effet de retour des données de l’ELBP, ces données ont été analysées qualitativement, synthétisées et fusionnées dans le développement de thèmes récurrents (Charmaz, 2006) . Les résultats suggèrent quel’ELBP peut avoir eu un effet de retour à la fois sur l'enseignement et l'apprentissage. Cependant, les situations individuelles des enseignants en classe ont déterminé la direction et l’intensité de l’effet du retour rapporté à l’ELBP. L'étude met en évidence des points de levier (Fox, 2004) où les interventions (par exemple, un soutien supplémentaire, des ressources) pourraient remédier à l’effet de retour négatif. Canadian Journal of Applied Linguistics, Special Issue: 23, 2 (2020): 168-192 CJAL * RCLA Abdulhamid & Fox 169 Portfolio Based Language Assessment (PBLA) in Language Instruction for Newcomers to Canada (LINC) Programs: Taking Stock of Teachers'Experience At the time of publication, Immigration, Refugees, and Citizenship Canada (IRCC) is using a portfolio-based assessment approach in all of its funded Language Instruction for Newcomers to Canada (LINC) courses in order to 1) increase program efficiency, 2) monitor effectiveness, and 3) apply standards in task-based teaching, which are informed by the Canadian Language Benchmarks (CLB) (Chandrasekaran, 2018; Fox, 2014) . The CLB are a descriptive, criterion-referenced scale of language proficiency in ESL, across 12 benchmarks or reference points, along a continuum from basic to advanced. On the one hand, research (Fox, 2014, 2017 ; Fox et al., in press; Little, 2007) has provided evidence that portfolios (i.e., collections of a student’s work over time, housed inan individual folder or binder, as evidence of learning and achievement) are primarily useful as formative assessment tools (i.e., informing teachers and learners about their ongoing learning) . On the other hand,

FAQs

What was the purpose of examining PBLA practices in LINC programs?

The study aimed to investigate LINC teachers’ accounts of current PBLA practices and explore the washback effects of PBLA on teaching and learning.

Why can portfolios create problems when used only for summative assessment?

Portfolios are primarily formative, but when used solely as summative tools they may lead to “portfolio prisons,” undermining teaching and learning.

How did the study analyze teachers’ accounts to understand washback?

Semi-structured interview data were qualitatively analyzed, synthesized, and merged into recurring themes to examine washback.

Oct 15, 2026

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