trends and best practices in chinese language assessment k–16
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Trends and Best Practices in Chinese Language Assessment K-16 (K-16中文测试信息及趋势 )Lynn Thompson
Na Liu
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Who we areWho we are
Lynn Thompson, Research Associate, World Language Assessment Specialist
Na Liu, Research Associate, Heritage Language research and Chinese language Assessment Specialist
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What is the Center for Applied LinguisticsWhat is the Center for Applied Linguistics
CAL’s mission is to improve communication through better understanding of language and culture
We provide a comprehensive range of research-based information, tools, and resources related to language and culture
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Welcome!Welcome!
Today we will:
1.Provide background on the Center for Applied Linguistics 介绍应用语言学研究中心和测试2.Define types and purposes of assessments 定义
测试的类型及目的
3.Describe innovative assessment resources for K-16 students 介绍适合 K-16 学生的考试4.Respond to your questions! 回答问题!
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Next:Next:
1. Provide background on the Center for Applied Linguistics
2. Define types and purposes of assessments
3. Describe innovative assessment resources for K-16 students• Discuss how CAL’s efforts align with best practices in
language assessment
4. Respond to your questions!
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What is Assessment?What is Assessment?
As instructors, we need to be able to track our students‘ language growth.
Assessment is how we do this
Assessment = to sit beside
Assessment = the opportunity to enhance, empower, and celebrate students’ learning while giving guidance to instructors
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Need for AssessmentNeed for Assessment
Effective assessment• Allows students and teachers to measure language
proficiency• Promotes accountability among programs• Documents success and can make an argument for
increased funding for programs.(Carstens-Wickham, 2008; Jensen, 2007; Reese, 2010)
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Assessment and InstructionAssessment and Instruction
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Types of AssessmentTypes of Assessment
Assessment = a collaboration between the student and the instructor:−monitor students' daily progress using
formative assessment,−check in on student progress at key
points in the school year using summative assessment.
Formative assessment
Summative Assessment
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Formative AssessmentFormative Assessment
Formative assessment −Used throughout the course of instruction −Provides feedback to the teacher,
learner, or both about the learner's progress toward desired educational outcomes.
The results of formative assessments are often used in planning subsequent instruction.
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Summative AssessmentSummative Assessment
Summative assessment−Generally conducted at the end of a unit
or at the end of a sequence of units−Provides feedback to the teacher,
learner, or both about the learner's progress towards meeting course goals or proficiency.
Thinking of your assessment first helps you plan your unit(s), content, and activities that will build up to the assessment.
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Summative AssessmentSummative Assessment
What would a summative assessment for a unit on weather look like?
What would you expect students to be able to do?
What communicative mode(s)?
How would you rate it?
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External Summative AssessmentExternal Summative Assessment
Why?
Objective
Comparative data
Feedback to teacher/program
Stakeholders
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Examples of Formative and Summative AssessmentsExamples of Formative and Summative Assessments
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Audience Survey 1Audience Survey 1
With which grade levels do you work?
What kinds of language assessments do you use?
What kinds of language assessments do you wish you had?
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Next:Next:
1. Provide background on the Center for Applied Linguistics and assessment
2. Define types and purposes of assessments
3. Describe innovative assessment resources for K-16 students
4. Respond to your questions!
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CAL assessment resources for all levelsCAL assessment resources for all levels
Foreign Language Assessment Directory (FLAD)
Understanding Assessment: A Guide for Foreign Language Educators
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Foreign Language Assessment DirectoryForeign Language Assessment Directory
Free, searchable directory of information on nearly 200 tests in over 90 languages• www.cal.org/flad
Includes information of tests’• Appropriate grade and proficiency levels• Languages • Skills targeted by a test• Information about the test’s development;• The publisher’s or developer’s contact
information for further inquiries
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Standardized Chinese Tests from FLADStandardized Chinese Tests from FLAD
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Understanding Assessment: A Guide for Foreign Language EducatorsUnderstanding Assessment: A Guide for Foreign Language Educators
Free, online tutorial for language teachers and administrators working with all levels
Introduces key concepts in language testing
Provides overall guidance in • Test selection• Using test results
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Understanding Assessment: A Guide for Foreign Language EducatorsUnderstanding Assessment: A Guide for Foreign Language Educators
Development process:
Workshops with instructors and administrators (2006-2008)• Focus groups with instructors and
administrators (2007-2008)• Review by language testing experts (2009)
Currently being updated
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CAL K-8 Assessments CAL K-8 Assessments
ELLOPA
SOPA
COPE
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04/08/23
What are the ELLOPA, SOPA, and COPE? What are the ELLOPA, SOPA, and COPE?
Purpose: Assess students' ability to understand and speak a second language
Level: Grades PreK-8
Format: Two students assessed together in a friendly, non-stressful environment
Time: 15-25 minutes for each pair of students
Scoring: COPE-SOPA Rating Scale (9 Junior levels based on the ACTFL Proficiency Guidelines)
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04/08/23
ELLOPA, SOPA, and COPE ELLOPA, SOPA, and COPE
Goal: To find out what students CAN DO with the language they are learning
Context: Simulate real-life communication rather than mastery of specific forms or content (achievement).
ELLOPA SOPA COPE
Grades PreK-2 Grades 2-8 Grades 5+
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Comparison Chart ELLOPA and SOPA Tasks and COPE Cue Cards Comparison Chart ELLOPA and SOPA Tasks and COPE Cue Cards
ELLOPA SOPA COPE
Task 1: Fruits Task 1: Fruits ---
Task 2: Talking to PandaTask 2: Answering Informal Questions
Card 1: Introductions
Task 3: Description Task 3: Description Card 2: School Day
--- --- Card 3: Class Project
Task 4: “Three Little Pigs” Task 4: “Goldilocks” Card 4: Future Trip
--- ---Card 5: Book or Movie Plot
--- --- Card 6: An Accident
Task 5: School RulesTask 5: School Rules
Card 7: School Rules
--- --- Card 8: An Apology
Wind down: TPR Wind down: TPR Wind down
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COPE/SOPA Rating RubricCOPE/SOPA Rating Rubric
Nine “Junior” proficiency levels
Criteria• Oral Fluency• Grammar/Language Control• Vocabulary• Listening Comprehension
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Training Options for K-8 CAL AssessmentsTraining Options for K-8 CAL Assessments
For ELLOPA and SOPA:
1. Live workshops
2. Online training courses
For COPE:
1. Live workshops
www.cal.org/ela
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Additional AssessmentsAdditional Assessments
Assessment of Interpersonal Listening/Speaking, Interpretive Reading, Interpretive Listening, and Presentational Writing
http://www.aappl.org/
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Additional Assessments Additional Assessments
NOELLA
Online assessment of listening, reading, writing, and speaking
Multiple-choice format for listening and reading
Prompt for writing and speaking
For more information: http://casls.uoregon.edu/pages/tools/noella.php
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Additional Assessments Additional Assessments
YCT (Youth Chinese Test)
Consists of a writing and a speaking test
For more information:
http://english.hanban.org/node_8001.htm
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Resources available for 9-16 students and teachersResources available for 9-16 students and teachers
Computerized Oral Proficiency Instruments
Self-access rater training materials for teachers and raters
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Computerized Oral Proficiency Instrument (COPI)Computerized Oral Proficiency Instrument (COPI)
A computer-based, semi-adaptive test
Currently being developed for Chinese
Tests oral proficiency according to ACTFL Proficiency Guidelines – Speaking (Revised, 1999)
Intended for use with native English-speaking students in later years of high school, college or adults
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Computerized Oral Proficiency Instrument (COPI)Computerized Oral Proficiency Instrument (COPI)
Begins with student self-assessment
Computer algorithm and student choice allows for moderate adaptation of test level
Student responds to 7-11 tasks
Tasks are automatically stored for later rating
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Resources for rating oral proficiency Resources for rating oral proficiency
Online courses
Face-to-face workshops
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Online course on Assessment LiteracyOnline course on Assessment Literacy
Assessment for Language Instructors: The Basics online course
Offered Annually•Purposes for assessment•Validity•Reliability•Practicality•Impact
Audience• Language instructors and administrators• Limited prior language assessment experience
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Face-to-face workshopsFace-to-face workshops
Popular topics• Understanding assessment• Developing formative assessment• Aligning assessment and instruction• Performance assessment in the classroom• Using CAL assessments
Delivery• On demand when commissioned by institutions• Regularly scheduled through grant-based
projects
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Additional AssessmentsAdditional Assessments
STAMP
Computer-adaptive test that measures student proficiency with language according to Benchmark Levels 1 through 5 which are related to ACTFL Performance Guidelines at the novice to intermediate levels (appropriate for Grade 7 and above)
http://www.stamptest.net/stamp0708/stamptest/
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HSKHSK
HSK (Basic): Listening, Grammar, and Reading
HSK (Elementary-Intermediate): Listening, Grammar, Reading, and Comprehensive
HSK (Advanced): Listening, Reading, and Comprehensive, with writing and speaking
For more information: http://www.hsk.org.cn/index.aspx
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ResourcesResources
Handout has online assessment resources and descriptions of our courses and workshops
http://www.ecb.org/worldlanguageassessment/
Contact Lynn Thompson [email protected]
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Thank You!Thank You!
Questions?
Comments?
Na Liu [email protected]
Lynn Thompson [email protected]
Margaret E. Malone [email protected]
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