galal walker nealrc ohio state university ifle 2015 washington, dc march 2015 assessing on the...
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GALAL WALKER
NEALRC OHIO STATE UNIVERSITY
IFLE 2015WASHINGTON, DC
MARCH 2015
Assessing on the Periphery of an Advanced Chinese Language Program
Learning a foreign language has value.Categories of language difficulty
3
Learners Who Can be Assessed at Advanced Levels
Learners born into families that use the language
Learners who have spent extended sequences in countries or communities that use the language Ex-pat families Extended work or research in the language region Missionary
Learners who participate in extended programs of language study in secondary, university, or governmental programs
What Proficiency Ratings Do Not Do
provide universal metrics: ACTFL, FSI, DLPT and a variety of online tests are not cross referenced
indicate an area of expertiserepresent specific communication skills (e.g., conversation)
Indicate strengths and weaknesses
Features of New Assessments in CFL
Ubiquitous
Transparent
Low stakes
Inexpensive / free
Function oriented
Informs the learner
Informs the program
Informs the consumer
“””” Informs the learner
Informs the program
Informs the consumer
Ubiquitous
Assessment instrument can be readily accessed by assessee, evaluator, and consumer
Assessment instruments can be readily accessed by:Assessees
Evaluators
Consumers
Transparent
The results of the assessment are available
The evaluation can be inspected
The assessed performance can be accessed
Portfolio archives of test scores and performances
Fast returns to an assessment event
Offer explanation for scores
Low stakes
Available for placement and progress indicators
Inexpensive
Pegged to standards, but not the standard
Low Program and/or personal fees
Provide an indication of future performance on high-stakes assessments
Shareable
Inexpensive
Available to learners and programs at every stage of language learning careers
Free
Low program fees
Paid for by institutions
Paid for by consumers
Function oriented
Test items reflect practical uses of the language
Contexts and tasks are recognizable communication events
Informs learner
Learners can access results and evaluations
Learners can track themselves
Learners can interpret results according to program standards or other standards
Learners use assessment as a tool in the management of their Chinese language learning career
Informs program
Program can accumulate performance data
Programs can compare performance data
Program can compare performances at different stages
One aspect of a program that is focused on developing advance communicators in Chinese language and culture is the accumulation of progress data, the refinement of learner demographics and profiles, and the reporting of comparable and typical learning patterns.
Informs consumer
Consumer can easily interpret results
CFL learners have been trending toward career-oriented motivations for over a decade.
Once we know where our students go to use their CFL skills post-program, we can develop ways to communicate CFL achievements in a meaningful way.
Test scores do not give the consumers meaningful information; they need ready transparency.
TRANSPARENT UBIQUITOUSCUSTOMIZED
Performance Portfolios: Going beyond the
program
Transparent
Test performances can be accessed
Evaluations can be analyzed
Types of evaluators can be identified
Differences over time can be tracked
Customized
For consumers for domain
For instructors by content
For learners to gauge progress
INCREASE READING IN DOMAINS
FOCUS ON VOCABULARY
FEED BACK TO INSTRUCTOR
FEEDBACK TO LEARNER
CAVO in Building and Assessing Vocabulary Knowledge
Ubiquitous
Assessment instrument can be readily accessed by assessee, evaluator, and consumer
http://fanping.org
http://chineseflagship.osu.edu/
http://cavo.nealrc.org/
Ubiquitous
These tools can be readily accessed by users without registration
o Chinese Vocabulary Frequency Analyzer
o Chinese Dictionary search
o Demo
Chinese Vocabulary Frequency Analyzer
http://cavo.nealrc.org/
Chinese Dictionary
(fuzzy search)
http://cavo.nealrc.org/
Ubiquitous
For the registered learners, they can take standard tests and custom tests designed by their instructors anywhere they can access the Internet.
http://cavo.nealrc.org/
o Chinese-Pinyin Test
o Chinese-English Test
o Chinese-Chinese Test
o Custom Test
Ubiquitous
Registered instructors, can compile custom tests from anywhere on the Internet.
http://cavo.nealrc.org/
Transparent
The results of the tests are available to the learners.
Transparent
The test record is available for the examinee to review.
http://cavo.nealrc.org/
Transparent
The instructor has access to the students’ records of assessment in his/her program.
http://cavo.nealrc.org/
Transparent
The instructor can manage and edit learners’ profiles within his/her program.
http://cavo.nealrc.org/
Transparent
The instructor can manage and edit the information of the custom tests.
http://cavo.nealrc.org
Low stakes
Available for placement and progress indicators
There is no limit for students to take the standard vocabulary tests.
CAVO provides students with an indication of their performance and give students an opportunity to improve their performance
The student can monitor his/her progress.
It is free.
Low stakes
CAVO system classifies the difficulty level of vocabulary by the data of tests.
Test bank initialization
Assignment of CAVO level from 1~4 with difficulty in ascending order
Test bank calibration
After collecting many test records, calibrates the test bank based on pass rate
Low stakes
Pegged to standards, but not the standard
Database Integration Procedure
Informs learner
Learners can track themselves
Learners can interpret results according to program or other standards
http://cavo.nealrc.org/
Informs program
Program can accumulate performance data
http://cavo.nealrc.org/
