Gathering evidence through rich assessment forms: A programmatic language portfolio to capture students’ dynamic language learning roadmap
DOI:
https://doi.org/10.51751/dujal27715Keywords:
programmatic assessment, language curriculum, programmatic language portfolio (PLP), constructive alignment, curriculum reform, modern foreign languages, Dutch, rich language tasks, dynamic language assessmentAbstract
This article examines current curriculum reforms in the Netherlands and recommends a programmatic language portfolio (PLP) based on the renewed attainment targets. It presents language as dynamic, social, and identity-related, and promotes rich, authentic tasks that integrate communication, cultural awareness, and language awareness. Programmatic assessment collects multiple data points across tasks instead of relying on single tests, while central exams serve as an external validation. Successful implementation depends on teacher training, guidance, and adequate resources.
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Copyright (c) 2026 Daniela Fasoglio, Rick de Graaff, Loes Groen; Hilde Hacquebord; Bregtje Seton
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