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1、UsingElectronicPortfoliosforSecondLanguageAssessmentPATRICIAW.CUMMINSCELINEDAVESNE´VirginiaCommonwealthUniversityRouenBusinessSchoolSchoolofWorldStudiesDepartmentofLanguages,Cultures,andSocietyP.O.Box842021BoulevardAndreSiegfriedBP215´Richmond,VA23284-202176825Mont-Saint-AignanCedexEmail:p
2、cummins@vcu.eduFranceEmail:cdv@rouenbs.frPortfolioassessmentasdevelopedinEuropepresentsalearner-empoweringalternativetocomputer-basedtesting.TheauthorspresenttheEuropeanLanguagePortfolio(ELP)anditsAmericanadaptations,LinguaFolioandtheGlobalLanguagePortfolio,astoolstobeusedwiththeCommonEuro
3、peanFrameworkofReferenceforlanguagesandtheAmericanna-tionalstandards,whichreferencetheAmericanCouncilontheTeachingofForeignLan-guagesproficiencyscale.TheELPscharacteristicthree-partformat,consistingofalanguagepassport,alanguagebiography,andadossier,buildsonearlierresearchonportfoliosandsec-
4、ondlanguageassessment.Theportfoliosqualitativeassessmentcomplementsothertypesofquantitativeassessmentmeasures.Theauthorsalsoexploretheuniqueaffordancesofferedbyelectronicportfoliostoconnectteachingandlearningtoassessment,discusstheeffectivenessofportfoliosasanassessmenttool,andpointtofutur
5、edirectionsfore-portfolioresearchanddevelopmentforlanguagelearning.COMPUTERASSESSMENTOFSECONDLAN-usingitemresponsetheory(IRT)asabasis(whichguage(L2)learneroutcomesisafieldthatunderminestheresultsofCAT),variationsinCATencompassescomputer-basedtesting(CBT),scoresdependingonthealgorithmusedtod
6、eter-computer-adaptivetesting(CAT),andsemi-minethesequenceofquestions,andthechal-adaptedCAT,asdescribedbyOckey(thisissue).Itlengeofclassifyingthelevelofdifficultyinaalsoincludesalternateformsofassessmentmadelargebankoftestquestions.Giventhatamachinepossiblethroughportfolios,especiallyelectr
7、oniccannotfullyreplicatetheinterpretiveabilities(e-)portfolios(EPs),whicharethefocusofthisofhumanbeings,qualitativeportfolioassess-article.AsGarrett(1991)noted,teachersexpe-mentpresentsareasonablealternativeformofriencedincomputer-assistedlanguagelearningevalu
