I3 Assessing Chinese Language Proficiency in Young Students: Strategies and Results
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Assessing Chinese Language Proficiency in Young Students: Strategies and Results (I3)

Assessing Chinese Language Proficiency in Young Students: Strategies and Results (I3)
Speakers: Claudia Navarro-Villarroel, Marcia Rosenbusch, Chengbin Yin

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I3 Assessing Chinese Language Proficiency in Young Students: Strategies and Results Presentation Transcript

  • 1. Assessing Chinese Language Proficiency in Young Students: Strategies and Results Claudia Navarro-Villarroel National K-12 Foreign Language Resource Center Iowa State University, Ames, Iowa Marcia H. Rosenbusch, Director National K-12 Foreign Language Resource Center Iowa State University, Ames, Iowa Chengbin Yin, Project Coordinator Chinese K-5 Curriculum Project Center for Applied Linguistics (CAL), Washington, DC
  • 2. K-5 Chinese Project
    • Collaborative Partners
    • National K-12 Foreign Language Resource Center at Iowa State University and
    • Center for Applied Linguistics, Washington, DC
    • Two Midwestern School Districts
    • Funding Source
    • U.S. Department of Education, Language Resource Centers: 2006-2010
  • 3. K-5 Chinese Project
    • Purpose of Project
    • Curriculum
        • Develop a K-5 Chinese language framework for non-intensive (90 min./week) programs
        • Develop proficiency-focused and standards-based curriculum and materials through Backward Design;
        • Train teachers in best practices;
        • Train teachers in classroom-based assessment with the SOPA.
  • 4. K-5 Chinese Project
    • Purpose of Project
      • Research
        • Students’ progress in Chinese language proficiency ;
        • Attitudes toward the Chinese language and culture of students, administrators, teachers, parents and the community;
        • Student progress on standardized assessments of English language arts and mathematics as compared to the progress of control groups.
  • 5. Why assess oral proficiency?
    • Demonstrate student progress in language learning
    • Assess performance – values authentic communication
  • 6. What is the SOPA?
    • S tudent O ral P roficiency A ssessment
    • Goal: To find out what students can do with the language they are learning.
  • 7. Based on the 5 Goals of National Standards
    • Goal 1: Communication
    • Interpersonal Mode
    • Interpretive Mode
    • Presentational Mode
    • Goal 2: Cultures
    • Goal 3: Connections
    • Goal 4: Comparisons
    • Goal 5: Communities
    • Standards for Foreign Language Learning in the 21 st Century. (1999). National Standards in Foreign Language Education Project. American Council on the Teaching of Foreign Languages, et. Al.
  • 8. Student Oral Proficiency Assessment: SOPA
    • What skills are rated?
    • Oral Fluency
    • Grammar
    • Vocabulary
    • Listening Comprehension
  • 9. SOPA Rating Scale
    • Three Main Levels:
    • Junior Novice
    • Junior Intermediate
    • Junior Advanced
  • 10. SOPA Rating Scale Sublevels :
    • Junior Advanced-High
    • Junior Advanced-Mid
    • Junior Advanced-Low
    • Junior Intermediate-High
    • Junior Intermediate-Mid
    • Junior Intermediate-Low
    • Junior Novice-High
    • Junior Novice-Mid
    • Junior Novice-Low
  • 11. Non-Immersion SOPA
    • Warm Up: (Put students at ease) Introductions
    • Task 1: Fruits/other objects (Identify, name)
    • Goal: To assess listening, word-level speech
    • Task 2: All about You (Answer informal questions)
    • Goal: To give students opportunity to create with language on familiar topics
  • 12. Non-Immersion SOPA (cont.)
    • Task 3: Community or Classroom Activity (Follow/giving commands, describe)
    • Goal: To give students opportunity to create sentence-level speech
    • Wind down: Finish at student’s comfort level
  • 13. SOPA Task 1: Fruits
    • Identifying (Where are the red fruit?)
    • Naming (What is this fruit called?)
    • Following instructions (Put the fruit here. Count them.)
  • 14. SOPA: Task 2 – All About You
    • All about you
    • Answering informal questions
    • How old are you ?
    • What do you do on your birthday?
    • Do you have brothers or sisters?
    • Would you like to have a sister/brother?
    • Do you have a pet?
    • What is it called?
    • What is it like?
    • Why?
  • 15. SOPA: Task 3 – The Community
    • Identifying
    • Following Instructions
    • Describing
    • What do you have there ?
    • Where is the red fire truck?
    • Where is the fireman?
    • Take the dog. The dog is playing with a ball in
    • front of the apartment building.
    • What is the mailman doing in the pet store?
    • Why?
  • 16. SOPA: Wind Down
    • Following instructions
    • Positive ending, task students can complete successfully!
    • Simon says...
    • Touch your head.
    • Raise your right hand.
    • Touch your left eye.
    • Clap for both of you.
  • 17. Adaptations: Chinese SOPA Grade 2
    • Task 1: Identifying, naming, following instructions
    • Materials: Backpack with school supplies
    • Identifying
    • 指指红色的铅笔。 (Point to a red pencil.)
    • 红色的铅笔在哪里? (Where is the red pencil?)
    • 蓝色橡皮是哪个? (Which ruler is blue?)
  • 18. Chinese SOPA Grade 2
    • Task 1: Identifying, naming, following instructions (cont.)
    • Materials: Backpack with school supplies
    • Naming (Oral Fluency)
    • 这是什么颜色? (What color is this?)
    • Following instructions
    • 把所有的铅笔 / 尺 / 橡皮 / 蜡笔放在一起。 (Put all pencils/crayons/rulers/erasers together.)
  • 19. Adaptations: Chinese SOPA Grade 2
    • Task 1: Identifying, naming, following instructions (cont.)
    • Transition to Task 2
    • 铅笔 / 橡皮 / 尺 / 蜡笔,有多少?
    • (How many pencils/rulers/erasers/crayons are there?)
  • 20. Chinese SOPA Grade 2
    • Task 2: All about you
    • Answering informal questions
    • 你住在哪儿? (Where do you live?)
    • 你有姐姐吗? (Do you have older brothers?)
    • 有几个? (How many brothers and sisters do you
    • have?)
    • 在学校里学什么? (What do you learn in school?)
    • 今天几月几日? (What is the date today?)
  • 21. SOPA: Task 3 – House Scene
    • Identifying
    • … 在哪里? (Where is …?)
    • 指一指 …… . (Point to …….[mom/dad/little boy/little girl, bedroom/kitchen/living room/bathroom].)
    • 几个人?(房间 / 三明治 / 香蕉) (How many……[people/rooms/sandwiches/bananas]?)
  • 22. SOPA: Task 3 – House Scene
    • Naming and describing
      • 这是什么? (What is this?)
      • 这是谁? (Who is this?)
      • 他 / 她在干什么? (What is s/he doing?)
  • 23. SOPA: Task 3 – House Scene
    • Giving and Following Commands
    • 把爸爸放在卧室里。 (Put dad in the bedroom.)
    • 把花放在客厅里。 (Put the flowers in the living-room.)
    •   Then, hand the little boy/girl magnet to one student and tell the student: 你是这个小男孩 / 小女孩 (You are the little boy/little girl), and gesture for the student to make up his/her own commands for the other student.
  • 24. SOPA: Task 4 – Story
    • Tell what happened in the story (for advanced learners)
      • Materials: Story-book
      • What is this? ( 这是什么? )
      • What are they doing? ( 他们在干什么? )
  • 25. SOPA: Wind Down
    • Positive ending, task students can complete successfully!
    • Tell the students that they have the option of singing a song, or play “Simon Says!” If students have difficulty responding to this activity, follow the commands together with them. Make it fun!
    • 很好 (Great!)
    • 谢谢你 (Thank you!)
    • 再见 (Good bye!)
  • 26. Research Design
    • Treatment Schools vs. Control Schools
      • Have World Language = Treatment Schools
      • Have no World Language = Control Schools
    • Longitudinal Study: Chinese
    Grade K 1st 2nd Y1: 2007-08 X Y2: 2008-09 x X Y3: 2009-10 x x X
  • 27. Table 1: Ethnicity distribution among schools Table 2: Free/Reduced price lunch among schools Retrieved on 2009 from http://www.schooldigger.com / School Characteristics 2007 Ethnicity District 1 District 2 School 1 (Treatment) School 2 (Control) School 3 (Treatment) School 4 (Control) Caucasian 84.7 % 85.9 % 69.7 % 46.6 % Asian 4.4 % 6.4 % 1.6 % 0.2% Other Ethnicity 10.9 % 7.7 % 28.7 % 53.2 % District 1 District 2 School 1 (Treatment) School 2 (Control) School 3 (Treatment) School 4 (Control) Percentage eligible for free and reduced price lunch 12.0 % 7.0 % 68.0 % 72.0 %
  • 28. SOPA Rating: Junior Novice Level
    • Junior Novice-High = 3
    • Junior Novice-Mid = 2
    • Junior Novice-Low = 1
  • 29. School 1 Research Results
  • 30. School 1
  • 31. School 3
  • 32. School 3
  • 33. SOPA Findings: Year 1
    • In schools with a non-intensive Chinese program (90 min./week) in kindergarten and first grade…
    • Students score at the Junior Novice Low level at the end of Year 1
  • 34.
    • Complete oral proficiency assessments of students at regular intervals (depending on intensity of program)
      • Values oral proficiency
      • Demonstrates program outcomes to student, parents, and community
    Recommendations
  • 35.
      • Become familiar with summative oral proficiency assessments that are available for different levels and purposes:
      • ELLOPA www.cal.org/ela
      • SOPA www.cal.org/ela
      • NOELLA casls.uoregon.edu/noella.php
    Recommendations
  • 36.
    • Train teachers in the use of summative oral proficiency assessments
      • They will value oral proficiency
      • They will focus on developing students’ oral proficiency
      • They will integrate measures of authentic oral assessment into the classroom
    Recommendations
  • 37.
    • Use available resources for training teachers in oral proficiency assessment:
      • ELLOPA and SOPA: www.cal.org/ela
    Recommendations
  • 38.
    • SOPA will be administered:
      • at the end of Year 3 (Grade 2)
      • At the end of Year 4 (Grade 3) pending funding
      • At the end of Year 6 (Grade 5) pending funding
    • Data will be analyzed to explore differences in results over time and between schools
    Plans for Future Research
  • 39.
    • Other oral proficiency assessments will also be used:
      • National Online Early Language Learning Assessment (NOELLA)
        • At the end of Year 4 (Grade 3) pending funding
        • At the end of Year 6 (Grade 5) pending funding
      • Teacher Observation Matrix (based on the SOPA) TOM-SOPA
        • In Years 4-6 (Grades 3-5) pending funding
    Plans for Future Research
  • 40. Questions?
  • 41. Assessing Chinese Language Proficiency in Young Students: Strategies and Results Claudia Navarro-Villarroel National K-12 Foreign Language Resource Center Iowa State University, Ames, Iowa Marcia H. Rosenbusch, Director National K-12 Foreign Language Resource Center Iowa State University, Ames, Iowa Chengbin Yin, Project Coordinator Chinese K-5 Curriculum Project Center for Applied Linguistics (CAL), Washington, DC