The Portfolio-based Language Assessment Model: Perceptions of Adult Immigrant English Language Learners

Abstract

This research investigated students’ perceptions of the Portfolio-Based Language Assessment (PBLA) model used in the government-funded Language Instruction for Newcomers to Canada (LINC) program. A mixed methods approach was used in order to obtain results with a broader perspective of the students’ perceptions of PBLA. Data were collected from 70 participants, using self-administered questionnaires with room for extensive comments. The participants were adult immigrants attending LINC classes at a non-profit organization in Metro Vancouver, British Columbia, Canada. Participants responded to questions on the usefulness of different features of PBLA and the PBLA model as a whole. Overall, the participants had positive perceptions of PBLA and indicated that it was helpful in their English language learning journey. It is hoped that this study will generate discussion amongst learners, educators, government officials, and scholars regarding the value of PBLA in the LINC program and how to improve its implementation.