Instructors in the LINC program have been teaching within the framework of PBLA (portfolio-based language assessment) for a few years now with the most recent guidelines having been published in 2019. The 2019 PBLA Guidelines outline the history and rationale, address practical implementation, and conclude with a resource section. While some instructors have embraced its use and see its benefits, others continue to find that it impedes effective teaching and learning, consuming a lot of time both in and out of the classroom. Program costs, its impact on teachers’ time, and its accuracy in measuring student language proficiency are important elements when considering its effectiveness. In this blog, I consider “the good, the bad, and the ugly” in PBLA theory and practice. Continue reading →