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

  • Ryan Drew SUCCESS
  • Calisto Mudzingwa SUCCESS
Keywords: Portfolio, Portfolio-Based Language Assessment, LINC, Immigrants, ESL


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.

Author Biographies

Ryan Drew, SUCCESS
Ryan taught Literacy to ELSA 5 for 8 years at SUCCESS, and was part of the Language Services management team for 7 years. As Program Manager – Resource & Curriculum Development at SUCCESS, she was responsible for implementing PBLA, incorporating blended learning and new technologies in the classroom, and standardizing the CLB?aligned curriculum framework. Currently, Ryan is the Program Director for the Immigrant Settlement and Integration Program at SUCCESS, and a Regional Coach for the national implementation of Portfolio-based Language Assessment by IRCC.
Calisto Mudzingwa, SUCCESS
Calisto Mudzingwa Holds a PhD in Linguistics and a Masters in Adult Education. He is the Best Practices Co-ordinator at SUCCESS. His research interests include portolio based assessments and the interface between ESL and adult education.
How to Cite
Drew, R., & Mudzingwa, C. (2018). The Portfolio-based Language Assessment Model: Perceptions of Adult Immigrant English Language Learners. BC TEAL Journal, 3(1), 1-21.