These include the European Language Portfolio or ELP, American Lingua Folio, and Global Language Portfolio (GLP). The researchers on the portfolio assessment have been building on the work of Dewey (1933), which is titled, “We Thing: A restatement of relation of reflective thinking to education process.” He built basic premises, which are still evident in both ELP and GLP, and involves reflecting on and summarizing what has already done.
The article provides an overview on how the EPs can be used to learn, teach and assess in the United States and Europe based on ELP, CEFR, GLP and American I.F. The EPs function is based on the national standards and ACTFL proficiency scale. There are several advantages that EPs has over paper based portfolio. The functionality of EPs allows the learner, teacher and program coordinator to track the progress of the program throughout the course duration. It allows the learner to share data with both the teacher and the institution. It improves motivation and evaluation of learners’ outcomes. Through the cooperation of scholars from Europe, North America and other parts the world, the effectiveness of EPs for language acquisition will be realized. As the transatlantic partnership grows and higher learning institutions do joint programs, the three-part EPs will be a common technology in Europe and North America. Advancement in technology will facilitate information sharing among international institutions and their joint programs.
The Electronic Portfolio (EP) is a digitized collection of artifacts, which include demonstrations, resources and accomplishments representing an individual, group, organization, institution or community. According to Lorenzo & Ittelson (2005, p. 2), these collections can comprise of text-based documents, graphics, and multimedia features archived on websites or other electronic media such as CD-ROM or DVD. The above features make Electronic Portfolio to be the best in