0
Assessing Chinese Language Proficiency in Young Students: Strategies and Results Claudia Navarro-Villarroel National K-12 ...
K-5 Chinese Project <ul><li>Collaborative Partners   </li></ul><ul><li>National K-12 Foreign Language Resource Center at I...
K-5 Chinese Project <ul><li>Purpose of Project </li></ul><ul><li>Curriculum </li></ul><ul><ul><ul><li>Develop a K-5 Chines...
K-5 Chinese Project <ul><li>Purpose of Project </li></ul><ul><ul><li>Research </li></ul></ul><ul><ul><ul><li>Students’ pro...
Why assess oral proficiency? <ul><li>Demonstrate student progress in language learning </li></ul><ul><li>Assess performanc...
What is the SOPA? <ul><li>S tudent  O ral  P roficiency  A ssessment </li></ul><ul><li>Goal:   To find out what students  ...
Based on the 5 Goals of National Standards <ul><li>Goal 1:   Communication </li></ul><ul><li>Interpersonal Mode </li></ul>...
Student Oral Proficiency Assessment: SOPA <ul><li>What skills are rated? </li></ul><ul><li>Oral Fluency </li></ul><ul><li>...
SOPA Rating Scale <ul><li>Three Main Levels: </li></ul><ul><li>Junior Novice </li></ul><ul><li>Junior Intermediate </li></...
SOPA Rating Scale  Sublevels : <ul><li>Junior Advanced-High </li></ul><ul><li>Junior Advanced-Mid </li></ul><ul><li>Junior...
Non-Immersion SOPA <ul><li>Warm Up:  (Put students at ease) Introductions </li></ul><ul><li>Task 1:  Fruits/other objects ...
Non-Immersion SOPA (cont.) <ul><li>Task 3:  Community or Classroom Activity (Follow/giving commands, describe) </li></ul><...
SOPA Task 1: Fruits <ul><li>Identifying   (Where are the red fruit?) </li></ul><ul><li>Naming   (What is this fruit called...
SOPA: Task 2 – All About You  <ul><li>All about you </li></ul><ul><li>Answering informal questions </li></ul><ul><li>How o...
SOPA: Task 3 – The Community <ul><li>Identifying </li></ul><ul><li>Following Instructions </li></ul><ul><li>Describing </l...
SOPA: Wind Down <ul><li>Following instructions </li></ul><ul><li>Positive ending, task students can complete successfully!...
Adaptations: Chinese SOPA Grade 2 <ul><li>Task 1: Identifying, naming, following instructions </li></ul><ul><li>Materials:...
Chinese SOPA Grade 2 <ul><li>Task 1: Identifying, naming, following instructions (cont.) </li></ul><ul><li>Materials: Back...
Adaptations: Chinese SOPA Grade 2 <ul><li>Task 1: Identifying, naming, following instructions (cont.) </li></ul><ul><li>Tr...
Chinese SOPA Grade 2 <ul><li>Task 2: All about you </li></ul><ul><li>Answering informal questions </li></ul><ul><li>你住在哪儿?...
SOPA: Task 3 – House Scene <ul><li>Identifying </li></ul><ul><li>… 在哪里? (Where is …?) </li></ul><ul><li>指一指   …… . (Point ...
SOPA: Task 3 – House Scene <ul><li>Naming and describing </li></ul><ul><ul><li>这是什么? (What is this?) </li></ul></ul><ul><u...
SOPA: Task 3 – House Scene <ul><li>Giving and Following Commands </li></ul><ul><li>把爸爸放在卧室里。 (Put dad in the bedroom.) </l...
SOPA: Task 4 – Story <ul><li>Tell what happened in the story (for advanced learners) </li></ul><ul><ul><li>Materials: Stor...
SOPA: Wind Down <ul><li>Positive ending, task students can complete successfully! </li></ul><ul><li>Tell the students that...
Research Design  <ul><li>Treatment Schools vs. Control Schools </li></ul><ul><ul><li>Have World Language = Treatment Schoo...
Table 1: Ethnicity distribution among schools Table 2:  Free/Reduced price lunch among schools Retrieved on  2009 from  ht...
SOPA Rating: Junior Novice Level <ul><li>Junior Novice-High = 3 </li></ul><ul><li>Junior Novice-Mid = 2 </li></ul><ul><li>...
School 1 Research Results
School 1
School  3
School 3
SOPA Findings: Year 1 <ul><li>In schools with a non-intensive Chinese program (90 min./week) in kindergarten and first gra...
<ul><li>Complete oral proficiency assessments of students at regular intervals (depending on intensity of program) </li></...
<ul><ul><li>Become familiar with summative oral proficiency assessments that are available for different levels and purpos...
<ul><li>Train teachers in the use of summative oral proficiency assessments </li></ul><ul><ul><li>They will value oral pro...
<ul><li>Use available resources for training teachers in oral proficiency assessment: </li></ul><ul><ul><li>ELLOPA and SOP...
<ul><li>SOPA will be administered: </li></ul><ul><ul><li>at the end of Year 3 (Grade 2) </li></ul></ul><ul><ul><li>At the ...
<ul><li>Other oral proficiency assessments will also be used: </li></ul><ul><ul><li>National Online Early Language Learnin...
Questions?
Assessing Chinese Language Proficiency in Young Students: Strategies and Results Claudia Navarro-Villarroel National K-12 ...
Upcoming SlideShare
Loading in...5
×

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

1,266

Published on

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

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
1,266
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
28
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • Discuss at what inter
  • Discuss at what inter
  • Discuss at what inter
  • Discuss at what inter
  • Transcript of "I3 Assessing Chinese Language Proficiency in Young Students: Strategies and Results (I3)"

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

      Clipping is a handy way to collect important slides you want to go back to later.

    ×