SlideShare a Scribd company logo
1 of 45
Download to read offline
Assessment Options for World
Language Proficiency Certificates,
Bilingual and Multilingual Seals
MELEd Conference
November 7, 2015
Ursula Lentz
Goal
• Brief background for legislation
• Explore available resources for development
of ACTFL-aligned assessments for languages
for which no ACTFL based proficiency
assessments are available by:
– Considering ACTFL proficiency levels
– Assessment principles
• Discuss options for assessment development
Legislation
2015 Legislature amended Sec. 2. Minnesota
Statutes 2014, section 120B.022, subdivision 1a
and 1b https://www.revisor.mn.gov/statutes/?id=120B.022
World language proficiency certificates
Bilingual and multilingual seals
High school elective credit
College credit
Bilingual and Multilingual Seals
LEAPS Legislation: Recognizes home languages as an asset
2015 Amendments created two levels of seals
• Gold – Intermediate-High (IH)
• Platinum – Advanced-Low (AL)
Requirements: All modalities (Reading, writing, listening,
speaking)
Based on the American Council on the Teaching of Foreign
Languages (ACTFL) proficiency guidelines on a valid
assessment for reading, writing, listening and speaking
education.state.mn.us 4
Other Requirements
(b) In addition to paragraph (a), to be eligible to
receive a seal:
(1) students must satisfactorily complete all
required English language arts credits; and
(2) students must demonstrate mastery of
Minnesota's English language proficiency
standards.
education.state.mn.us 5
Credits Awarded
education.state.mn.us6
Upon enrollment and student request within 3 years of
earning a seal(s) or certificate
Certificates, Seals Level Credits
World language
proficiency certificate
Intermediate-
Low
2 semesters
Gold bilingual or
multilingual seal
Intermediate-
High
3 semesters
per language
Platinum bilingual or
multilingual seal
Advanced-Low 4 semesters
per language
Who can be Awarded Seals or Certificates?
Any student who can demonstrate the required
proficiency levels are eligible to receive Bilingual
Seals and World Language Proficiency Certificates.
4/11/2015
http://www3.canisius.edu/~itsdocs/CST/Gifted_CST_Review/Gifted_CST_Review_print.html
Assessment Options
• Advanced Placement Exam
• International Baccalaureate Exam
• Oral Proficiency Interview, Reading Proficiency Test, or
Writing Proficiency Test
• Standards-based Measurement of Proficiency (STAMP4S)
• ACTFL Assessment of Performance toward Proficiency in
Languages (AAPPL)
• Tribal language assessments
• Signed Language Proficiency Interview (SLPI) for American
Sign Language
• ACTFL Latin Interpretive Reading Exam (ALIRA)
• Other assessments correlated to the required minimum
level of language proficiency.
4/11/2015
Assessments
4/11/2015
http://education.state.mn.us/MDE/EdExc/StanCurri/K-
12AcademicStandards/WorldLang/index.html
What Do Other States Use/Require?
National Guidelines for Seals (http://www.actfl.org/news/press-
releases/seal-biliteracy-guidelines-released)(
• Advanced Placement Exam
• International Baccalaureate Exam
• Oral Proficiency Interview, Reading Proficiency Test, or Writing
Proficiency Test
• Standards-based Measurement of Proficiency (STAMP4S)
• ACTFL Assessment of Performance toward Proficiency in Languages
(AAPPL)
• Tribal language assessments
• Signed Language Proficiency Interview (SLPI) for American Sign
Language
• ACTFL Latin Interpretive Reading Exam (ALIRA)
• Other assessments correlated to the required minimum level of
language proficiency.
4/11/2015
• Students take assessments
• By end of April school requests seals from
MDE
• Form on MDE site
– Signed by principal
• Student diploma can show seal, transcript
must have seal (or notation- space issue)
• Student requests seal when admitted-within 3
years of receiving the seal
Seal Logistics
education.state.mn.us 11
• Students take assessments
• By end of April school requests seals from
MDE
• Form on MDE site
– Signed by principal
• Student diploma can show seal, transcript
must have seal (or notation- space issue)
• Student requests seal when admitted-within 3
years of receiving the seal
Seal Logistics
education.state.mn.us 12
What if there are no Proficiency
Assessments for the languages our
students speak?
education.state.mn.us 13
Possible Resources from Other States
which offer Seals
• Other states provide high school credit for
seals
• Some states provide seals only for languages
which can be assessed using an available
ACTFL-based proficiency assessment
“Where valid and reliable assessments are
unavailable, a school district or charter school may
rely on evaluators trained in assessing under ACTFL
proficiency guidelines to assess a student's level of
foreign, heritage, or indigenous language
proficiency under this section.”
https://www.revisor.mn.gov/statutes/?id=120B.022
For languages for which there are no
proficiency assessments available:
education.state.mn.us 15
WAIT, WHAT?!.....
Challenges – Who?
education.state.mn.us 17
Challenges
• Test Development Process
• Native Speakers with appropriate language
level and time
• Training on ACTFL guidelines
• Appropriate Model
• Resources for developing the assessment and
Rating Criteria
• Validity (does it test what is intended and at the
correct level?)
– Reading, writing, listening, speaking (exemption, ASL)
– Intermediate- Low, Intermediate-High, Advanced-Low
• Practicality (time to develop, administer and rate the
assessment vs. the number of test takers and
resources)
• Reliability
Considerations in Developing
Assessments
education.state.mn.us 19
– Scoring and administration method
– Number of test administrators
– Test Type
– Knowledge of ACTFL Proficiency Level
Characteristics and what they mean in a task
Considerations
education.state.mn.us 20
Breath, Depth, Range of Topics, Text Types
and Tasks, Rating
• Determined by
– Appropriateness for the level
– ACTFL proficiency guidelines
– Specific language characteristics
But Wait - There’s More
education.state.mn.us 21
What does Proficiency Look Like?
At:
Intermediate-Low
Intermediate-High
Advanced-Low
Speaking, Writing, Listening, Reading
English version ACTFL Proficiency Guidelines
http://www.actfl.org/publications/guidelines-and-manuals/actfl-
proficiency-guidelines-2012/english
A Very Short Summary of ACTFL
Proficiency Guidelines
education.state.mn.us 23
ACTFL Proficiency Guidelines
Describe:
Tasks speakers/writers/ readers/ listeners can handle at
each level, the content, context, accuracy, and
discourse types associated with tasks at each level.
The limits that speakers/writers/ readers/ listeners
encounter when attempting to function at the next
higher major level.
http://www.actfl.org/publications/guidelines-and-manuals/actfl-
proficiency-guidelines-2012
education.state.mn.us 24
ACTFL Proficiency Levels
Compare to WIDA ELD Framework: Focus
not specific to academic language.
Intermediate-Low: Speakers can handle limited
uncomplicated communication by creating with the
language in straightforward social situations.
Concrete exchanges and predictable topics; basic
personal information; self and family, some daily
activities, personal preferences, some immediate
needs, such as ordering food and other purchases.
Proficiency Level Characteristics
education.state.mn.us
26
Intermediate-Low Speaking continued
Speakers are primarily reactive, struggle to answer
direct questions or requests for information. They can
ask a few appropriate questions.
Are generally understood by sympathetic listeners,
particularly by those accustomed to dealing with non-
natives.
education.state.mn.us 27
Intermediate-High
Speakers can handle familiar topics dealing with routine
tasks and social situations with ease. Can narrate in all
time frames. Understood by native speakers.
Level required for a world language teacher licensure in
MN
education.state.mn.us 28
• Intermediate High – converse with ease for
social situations and routine tasks. Narrate in
major timeframes. Uses some connected
sentences (discourse).
• Can be understood by native speakers; may
have gaps in communication.
Intermediate-High
education.state.mn.us 29
• Advanced-Low – can handle a wide variety of
communicative tasks. Participate in informal
and limited formal conversations related to
home, school and some work, current events,
public and personal interest.
Proficiency Level Characteristics
education.state.mn.us 30
Advanced-Low
Speakers: participate in most informal and some formal
conversations, including employment, current events
and public and community interests. (ACTFL)
Connected discourse, paragraph length. Can converse
with accuracy, precision and clarity. Can handle
abstract topics.
Understood by native speakers
education.state.mn.us 31
Writers at the Intermediate Low sublevel are able to meet some limited
practical writing needs. They can create statements and formulate
questions based on familiar material. Most sentences are recombinations
of learned vocabulary and structures. These are short and simple
conversational-style sentences with basic word order. They are written
almost exclusively in present time. Writing tends to consist of a few simple
sentences, often with repetitive structure. Topics are tied to highly
predictable content areas and personal information. Vocabulary is
adequate to express elementary needs. There may be basic errors in
grammar, word choice, punctuation, spelling, and in the formation and
use of non-alphabetic symbols. Their writing is understood by natives
used to the writing of non-natives, although additional effort may be
required. When Intermediate Low writers attempt to perform writing
tasks at the Advanced level, their writing will deteriorate significantly and
their message may be left incomplete. - See more at:
http://www.actfl.org/publications/guidelines-and-manuals/actfl-
proficiency-guidelines-2012/english/writing#intermediate
Writing: Intermediate Low
education.state.mn.us 32
Writers at the Intermediate High sublevel are able to meet all practical
writing needs of the Intermediate level. Additionally, they can write
compositions and simple summaries related to work and/or school
experiences. They can narrate and describe in different time frames
when writing about everyday events and situations. These narrations
and descriptions are often, but not always, of paragraph length, and
they typically contain some evidence of breakdown in one or more
features of the Advanced level. For example, these writers may be
inconsistent in the use of appropriate major time markers, resulting in
a loss of clarity. The vocabulary, grammar and style of Intermediate
High writers essentially correspond to those of the spoken language.
Intermediate High writing, even with numerous and perhaps
significant errors, is generally comprehensible to natives not used to
the writing of non-natives, but there are likely to be gaps in
comprehension.
Writing: Intermediate High
education.state.mn.us 33
Writers are able to meet basic work and/or academic writing needs. They
demonstrate the ability to narrate and describe in major time frames with
some control of aspect. They are able to compose simple summaries on
familiar topics. Advanced Low writers are able to combine and link
sentences into texts of paragraph length and structure. Their writing,
while adequate to satisfy the criteria of the Advanced level, may not be
substantive. Writers at the Advanced Low sublevel demonstrate the ability
to incorporate a limited number of cohesive devices, and may resort to
some redundancy and awkward repetition. They rely on patterns of oral
discourse and the writing style of their first language. These writers
demonstrate minimal control of common structures and vocabulary
associated with the Advanced level. Their writing is understood by natives
not accustomed to the writing of non-natives, although some additional
effort may be required in the reading of the text. When attempting to
perform functions at the Superior level, their writing will deteriorate
significantly.
Writing: Advanced Low
education.state.mn.us 34
Why are Instructions In English?
• Separates the task from the directions
• For ELs the instructions can be a problem
Challenges and Issues
• Native English speaking students have
directions in English
– Do students being assessed for a language need
direction in their home language?
– Does the requirement to be proficient in English
play a role for the seals?
The Grids provide a “summary” of essential
characteristics and text types.
The Grids provide a “summary” of essential
characteristics and text types.
Samples of Levels
ACTFL Proficiency Level samples in English
• http://www.actfl.org/publications/guidelines-and-
manuals/actfl-proficiency-guidelines-2012/english
• http://www.actfl.org/publications/guidelines-and-
manuals/actfl-proficiency-guidelines-2012/english/speaking
• https://www.youtube.com/watch?v=SnxSzCmVYjk
Available frameworks and models to assess
students' language levels
• Modified OPI as a model using ACTFL guidelines
as a guide Speaking
• ELPAC (MLPA Model) – using ACTFL guidelines as
a guide
• Integrated Performance Assessment Framework
(ACTFL developed)
• CLEAR: http://clear.msu.edu/clear/
– http://clear.msu.edu/assessment/ppt/SUN-
Best%20Practices%20Guidelines%20for%20LCTL%20Assessment.htm
– http://clear.msu.edu/assessment/current-projects/online-speaking-tests-for-
lctls/
Resources:
What am I assessing: CARLA Virtual Assessment
Center
Specification Grids (Alice Omaggio)
CLEAR Assessment Development
http://clear.msu.edu/assessment/current-projects/online-speaking-tests-for-lctls/
Proficiency Assessment Models
education.state.mn.us 40
http://www.carla.umn.edu/assessment/MLPA/pdfs/Speaking_Writing_Tasks_Guide.pd
f
http://www.carla.umn.edu/assessment/MLPA/pdfs/Speaking_Writing_Tasks_Guide.pdf
Sample Writing Model
• Contextualized
• More than one writing task
• All task target the same level
• Responses scored on a “there, not there”
rubric with multiple criteria
• Legislation requires those testing to be
ACTFL- trained
• MDE is working on ways to assist in test
development.
Details will be in EL coordinator newsletter
How Can Districts Develop Assessments?
education.state.mn.us 43
Questions? Comments?
education.state.mn.us 44
Thank you
education.state.mn.us 45
Mahadsanid, Asante

More Related Content

What's hot

Key Principles & Digital Tools for ELL Instruction
Key Principles & Digital Tools for ELL Instruction Key Principles & Digital Tools for ELL Instruction
Key Principles & Digital Tools for ELL Instruction Martin Cisneros
 
Module 2 study guide
Module 2 study guideModule 2 study guide
Module 2 study guideHDMcWhorter
 
Providing Programming & Instruction to Beginning ELLs
Providing Programming & Instruction to Beginning ELLsProviding Programming & Instruction to Beginning ELLs
Providing Programming & Instruction to Beginning ELLsJudie Haynes
 
Interpretive 2017
 Interpretive  2017 Interpretive  2017
Interpretive 2017hhs
 
Key Strategies & Digital Tools for ELL Instruction in CCSS 2015
Key Strategies & Digital Tools for ELL Instruction in CCSS 2015Key Strategies & Digital Tools for ELL Instruction in CCSS 2015
Key Strategies & Digital Tools for ELL Instruction in CCSS 2015Martin Cisneros
 
Decline and fall of the native speaker
Decline and fall of the native speakerDecline and fall of the native speaker
Decline and fall of the native speakerYunita Wulansari
 
Classroom practices
Classroom practicesClassroom practices
Classroom practicesHDMcWhorter
 
Native Speakers in the TPRS classroom
Native Speakers in the TPRS classroomNative Speakers in the TPRS classroom
Native Speakers in the TPRS classroomLaura Zuchovicki
 
Power point greses
Power point gresesPower point greses
Power point gresesGresesperez
 
DeCapua keynote Building Bridges to Academic Success through Culturally Respo...
DeCapua keynote Building Bridges to Academic Success through Culturally Respo...DeCapua keynote Building Bridges to Academic Success through Culturally Respo...
DeCapua keynote Building Bridges to Academic Success through Culturally Respo...Andrea DeCapua
 
TELPAS K-12-EPLS Connection 2015-2016.final
TELPAS K-12-EPLS Connection 2015-2016.finalTELPAS K-12-EPLS Connection 2015-2016.final
TELPAS K-12-EPLS Connection 2015-2016.finalHDMcWhorter
 
Language acquisition
Language acquisitionLanguage acquisition
Language acquisitionHDMcWhorter
 
ELL Training Module Slides
ELL Training Module SlidesELL Training Module Slides
ELL Training Module Slidesazschnee
 
English as a_second_lang_supplemental_154_taag
English as a_second_lang_supplemental_154_taagEnglish as a_second_lang_supplemental_154_taag
English as a_second_lang_supplemental_154_taagHDMcWhorter
 
Academic Vocabulary and Reading Online for ELLs
Academic Vocabulary and Reading Online for ELLsAcademic Vocabulary and Reading Online for ELLs
Academic Vocabulary and Reading Online for ELLsltoday
 
Colorin colorado toolkit_2012_1
Colorin colorado toolkit_2012_1Colorin colorado toolkit_2012_1
Colorin colorado toolkit_2012_1HDMcWhorter
 
ESOL Presentation - Mercer University
ESOL Presentation - Mercer UniversityESOL Presentation - Mercer University
ESOL Presentation - Mercer Universityjabaricain
 

What's hot (20)

Key Principles & Digital Tools for ELL Instruction
Key Principles & Digital Tools for ELL Instruction Key Principles & Digital Tools for ELL Instruction
Key Principles & Digital Tools for ELL Instruction
 
Module 2 study guide
Module 2 study guideModule 2 study guide
Module 2 study guide
 
Providing Programming & Instruction to Beginning ELLs
Providing Programming & Instruction to Beginning ELLsProviding Programming & Instruction to Beginning ELLs
Providing Programming & Instruction to Beginning ELLs
 
Interpretive 2017
 Interpretive  2017 Interpretive  2017
Interpretive 2017
 
El coordinator meeting 11.5.15
El coordinator meeting 11.5.15El coordinator meeting 11.5.15
El coordinator meeting 11.5.15
 
Key Strategies & Digital Tools for ELL Instruction in CCSS 2015
Key Strategies & Digital Tools for ELL Instruction in CCSS 2015Key Strategies & Digital Tools for ELL Instruction in CCSS 2015
Key Strategies & Digital Tools for ELL Instruction in CCSS 2015
 
Ell assessment
Ell assessmentEll assessment
Ell assessment
 
Decline and fall of the native speaker
Decline and fall of the native speakerDecline and fall of the native speaker
Decline and fall of the native speaker
 
Classroom practices
Classroom practicesClassroom practices
Classroom practices
 
Native Speakers in the TPRS classroom
Native Speakers in the TPRS classroomNative Speakers in the TPRS classroom
Native Speakers in the TPRS classroom
 
Power point greses
Power point gresesPower point greses
Power point greses
 
DeCapua keynote Building Bridges to Academic Success through Culturally Respo...
DeCapua keynote Building Bridges to Academic Success through Culturally Respo...DeCapua keynote Building Bridges to Academic Success through Culturally Respo...
DeCapua keynote Building Bridges to Academic Success through Culturally Respo...
 
TELPAS K-12-EPLS Connection 2015-2016.final
TELPAS K-12-EPLS Connection 2015-2016.finalTELPAS K-12-EPLS Connection 2015-2016.final
TELPAS K-12-EPLS Connection 2015-2016.final
 
Language acquisition
Language acquisitionLanguage acquisition
Language acquisition
 
ELL Training Module Slides
ELL Training Module SlidesELL Training Module Slides
ELL Training Module Slides
 
Medium of instruction in the L2 classroom
Medium of instruction in the L2 classroomMedium of instruction in the L2 classroom
Medium of instruction in the L2 classroom
 
English as a_second_lang_supplemental_154_taag
English as a_second_lang_supplemental_154_taagEnglish as a_second_lang_supplemental_154_taag
English as a_second_lang_supplemental_154_taag
 
Academic Vocabulary and Reading Online for ELLs
Academic Vocabulary and Reading Online for ELLsAcademic Vocabulary and Reading Online for ELLs
Academic Vocabulary and Reading Online for ELLs
 
Colorin colorado toolkit_2012_1
Colorin colorado toolkit_2012_1Colorin colorado toolkit_2012_1
Colorin colorado toolkit_2012_1
 
ESOL Presentation - Mercer University
ESOL Presentation - Mercer UniversityESOL Presentation - Mercer University
ESOL Presentation - Mercer University
 

Viewers also liked

Proficiency across the grade levels
Proficiency across the grade levelsProficiency across the grade levels
Proficiency across the grade levelsaddalingua
 

Viewers also liked (20)

Mercier_DiVita TESOL Advocacy and Policy Summit
Mercier_DiVita TESOL Advocacy and Policy SummitMercier_DiVita TESOL Advocacy and Policy Summit
Mercier_DiVita TESOL Advocacy and Policy Summit
 
Knutson samaha harper oral langauge interactions all day long mel ed nov 2015
Knutson samaha harper oral langauge interactions all day long mel ed nov 2015Knutson samaha harper oral langauge interactions all day long mel ed nov 2015
Knutson samaha harper oral langauge interactions all day long mel ed nov 2015
 
Pacyga_Using Tech to Connect
Pacyga_Using Tech to ConnectPacyga_Using Tech to Connect
Pacyga_Using Tech to Connect
 
Ginsberg_Bringing Academic Language to the Mainstream
Ginsberg_Bringing Academic Language to the MainstreamGinsberg_Bringing Academic Language to the Mainstream
Ginsberg_Bringing Academic Language to the Mainstream
 
Wicht_asking text based questions - supporting meaning-based conversations
Wicht_asking text based questions - supporting meaning-based conversationsWicht_asking text based questions - supporting meaning-based conversations
Wicht_asking text based questions - supporting meaning-based conversations
 
Nielson_Samaj in Bhutanese Culture
Nielson_Samaj in Bhutanese CultureNielson_Samaj in Bhutanese Culture
Nielson_Samaj in Bhutanese Culture
 
Gressang_Lowen_Kelly Enhancing and Integrating Skills Using "Google My Maps"
Gressang_Lowen_Kelly Enhancing and Integrating Skills Using "Google My Maps"Gressang_Lowen_Kelly Enhancing and Integrating Skills Using "Google My Maps"
Gressang_Lowen_Kelly Enhancing and Integrating Skills Using "Google My Maps"
 
Simanowitz Seminar in American Culture: Through the Decades
Simanowitz Seminar in American Culture: Through the DecadesSimanowitz Seminar in American Culture: Through the Decades
Simanowitz Seminar in American Culture: Through the Decades
 
Poupore_ideal teacher selves
Poupore_ideal teacher selvesPoupore_ideal teacher selves
Poupore_ideal teacher selves
 
Olson Kickstart the classroom
Olson Kickstart the classroomOlson Kickstart the classroom
Olson Kickstart the classroom
 
Karlsson_WIDA standards implementation
Karlsson_WIDA standards implementationKarlsson_WIDA standards implementation
Karlsson_WIDA standards implementation
 
Di vita_using adapted readers' theatre to improve young adult english languag...
Di vita_using adapted readers' theatre to improve young adult english languag...Di vita_using adapted readers' theatre to improve young adult english languag...
Di vita_using adapted readers' theatre to improve young adult english languag...
 
Ranney, Brown, Berry and Johnson-Blanchard bringing a focus on academic langu...
Ranney, Brown, Berry and Johnson-Blanchard bringing a focus on academic langu...Ranney, Brown, Berry and Johnson-Blanchard bringing a focus on academic langu...
Ranney, Brown, Berry and Johnson-Blanchard bringing a focus on academic langu...
 
Cunningham_One to One iPad Supporting Listening, Speaking, Reading, and Writing
Cunningham_One to One iPad Supporting Listening, Speaking, Reading, and WritingCunningham_One to One iPad Supporting Listening, Speaking, Reading, and Writing
Cunningham_One to One iPad Supporting Listening, Speaking, Reading, and Writing
 
Frankenfield sirna snell_bowlus_Creating Systemic Instructional Access & Equi...
Frankenfield sirna snell_bowlus_Creating Systemic Instructional Access & Equi...Frankenfield sirna snell_bowlus_Creating Systemic Instructional Access & Equi...
Frankenfield sirna snell_bowlus_Creating Systemic Instructional Access & Equi...
 
Clements_Starting and growing a conversation partner program (1)
Clements_Starting and growing a conversation partner program (1)Clements_Starting and growing a conversation partner program (1)
Clements_Starting and growing a conversation partner program (1)
 
Rowekamp_The Changing IEP Student: Understanding Learning Issues Beyond the L...
Rowekamp_The Changing IEP Student: Understanding Learning Issues Beyond the L...Rowekamp_The Changing IEP Student: Understanding Learning Issues Beyond the L...
Rowekamp_The Changing IEP Student: Understanding Learning Issues Beyond the L...
 
DeCapua Keynote building bridges to academic success through culturally respo...
DeCapua Keynote building bridges to academic success through culturally respo...DeCapua Keynote building bridges to academic success through culturally respo...
DeCapua Keynote building bridges to academic success through culturally respo...
 
Clements_Tichich Using 20th Century Books to Teach 21st Century Skills
Clements_Tichich Using 20th Century Books to Teach 21st Century SkillsClements_Tichich Using 20th Century Books to Teach 21st Century Skills
Clements_Tichich Using 20th Century Books to Teach 21st Century Skills
 
Proficiency across the grade levels
Proficiency across the grade levelsProficiency across the grade levels
Proficiency across the grade levels
 

Similar to Lentz_assessment options for world language proficiency certificates, bilingual and multilingual seals

California World Language Standards Update
California World Language Standards UpdateCalifornia World Language Standards Update
California World Language Standards UpdateCarla Piper
 
WIDA ELP Standards
WIDA ELP StandardsWIDA ELP Standards
WIDA ELP Standardskmeza
 
Refreshed world languages standards final
Refreshed world languages standards finalRefreshed world languages standards final
Refreshed world languages standards finalMichelle Olah
 
Language, Literacy & Numeracy
Language, Literacy & NumeracyLanguage, Literacy & Numeracy
Language, Literacy & Numeracyalicanc
 
Criterion-referenced approach to language assessment prepared by Shaho Hoorijani
Criterion-referenced approach to language assessment prepared by Shaho HoorijaniCriterion-referenced approach to language assessment prepared by Shaho Hoorijani
Criterion-referenced approach to language assessment prepared by Shaho HoorijaniShaho Hoorijani
 
Taylor_AssessingLiteracywithTouchScreens_Handout
Taylor_AssessingLiteracywithTouchScreens_HandoutTaylor_AssessingLiteracywithTouchScreens_Handout
Taylor_AssessingLiteracywithTouchScreens_HandoutPatsy Vinogradov
 
2005 AHEA Speak English? ¿Habla Español? A Dual-Language Model for Higher E...
2005 AHEA Speak English? ¿Habla Español?   A Dual-Language Model for Higher E...2005 AHEA Speak English? ¿Habla Español?   A Dual-Language Model for Higher E...
2005 AHEA Speak English? ¿Habla Español? A Dual-Language Model for Higher E...Carmen Lizy Lamboy-Naughton, Ed.D.
 
CCSS Overview For Teacher Educators
CCSS Overview For Teacher EducatorsCCSS Overview For Teacher Educators
CCSS Overview For Teacher EducatorsEileen Murphy
 
Assessment in Moroccan high school
Assessment in Moroccan high schoolAssessment in Moroccan high school
Assessment in Moroccan high schoolLAHOUCINE JAAFARI
 
Curriculum Review 2014 Performance vs proficiency
Curriculum Review 2014 Performance vs proficiencyCurriculum Review 2014 Performance vs proficiency
Curriculum Review 2014 Performance vs proficiencyMichelle Olah
 
SCPS World Languages Curriculum Review 2014
SCPS World Languages Curriculum Review 2014 SCPS World Languages Curriculum Review 2014
SCPS World Languages Curriculum Review 2014 Michelle Olah
 
2004 ISETL Speak English? ¿Habla Español? A Bilingual Model in Higher Education
2004 ISETL Speak English? ¿Habla Español? A Bilingual Model in Higher Education 2004 ISETL Speak English? ¿Habla Español? A Bilingual Model in Higher Education
2004 ISETL Speak English? ¿Habla Español? A Bilingual Model in Higher Education Carmen Lizy Lamboy-Naughton, Ed.D.
 
Needs analysis (ESP Course)
Needs analysis (ESP Course) Needs analysis (ESP Course)
Needs analysis (ESP Course) DougLopezA
 
2005 AAACE Speak English? ¿Habla Español? A Dual-Language Model for Higher ...
2005 AAACE Speak English? ¿Habla Español?   A Dual-Language Model for Higher ...2005 AAACE Speak English? ¿Habla Español?   A Dual-Language Model for Higher ...
2005 AAACE Speak English? ¿Habla Español? A Dual-Language Model for Higher ...Carmen Lizy Lamboy-Naughton, Ed.D.
 
CDE WL official standards explanation use* 2010
CDE WL  official standards explanation use* 2010CDE WL  official standards explanation use* 2010
CDE WL official standards explanation use* 2010Toni Theisen
 
Key Principles & Digital Tools for ELL Instruction in CCSS Fall CUE2015
Key Principles & Digital Tools for ELL Instruction in CCSS Fall CUE2015Key Principles & Digital Tools for ELL Instruction in CCSS Fall CUE2015
Key Principles & Digital Tools for ELL Instruction in CCSS Fall CUE2015Martin Cisneros
 
BrianNorthWhat does the CEFR mean in practice? What's new?
BrianNorthWhat does the CEFR mean in practice? What's new?BrianNorthWhat does the CEFR mean in practice? What's new?
BrianNorthWhat does the CEFR mean in practice? What's new?eaquals
 
Brian North eaquals 2014
Brian North  eaquals 2014Brian North  eaquals 2014
Brian North eaquals 2014eaquals
 

Similar to Lentz_assessment options for world language proficiency certificates, bilingual and multilingual seals (20)

California World Language Standards Update
California World Language Standards UpdateCalifornia World Language Standards Update
California World Language Standards Update
 
WIDA ELP Standards
WIDA ELP StandardsWIDA ELP Standards
WIDA ELP Standards
 
Refreshed world languages standards final
Refreshed world languages standards finalRefreshed world languages standards final
Refreshed world languages standards final
 
Language, Literacy & Numeracy
Language, Literacy & NumeracyLanguage, Literacy & Numeracy
Language, Literacy & Numeracy
 
2005 HACU A Dual-Language Model for Higher Education
2005 HACU A Dual-Language Model for Higher Education2005 HACU A Dual-Language Model for Higher Education
2005 HACU A Dual-Language Model for Higher Education
 
Criterion-referenced approach to language assessment prepared by Shaho Hoorijani
Criterion-referenced approach to language assessment prepared by Shaho HoorijaniCriterion-referenced approach to language assessment prepared by Shaho Hoorijani
Criterion-referenced approach to language assessment prepared by Shaho Hoorijani
 
Taylor_AssessingLiteracywithTouchScreens_Handout
Taylor_AssessingLiteracywithTouchScreens_HandoutTaylor_AssessingLiteracywithTouchScreens_Handout
Taylor_AssessingLiteracywithTouchScreens_Handout
 
2005 AHEA Speak English? ¿Habla Español? A Dual-Language Model for Higher E...
2005 AHEA Speak English? ¿Habla Español?   A Dual-Language Model for Higher E...2005 AHEA Speak English? ¿Habla Español?   A Dual-Language Model for Higher E...
2005 AHEA Speak English? ¿Habla Español? A Dual-Language Model for Higher E...
 
CCSS Overview For Teacher Educators
CCSS Overview For Teacher EducatorsCCSS Overview For Teacher Educators
CCSS Overview For Teacher Educators
 
Assessment in Moroccan high school
Assessment in Moroccan high schoolAssessment in Moroccan high school
Assessment in Moroccan high school
 
Curriculum Review 2014 Performance vs proficiency
Curriculum Review 2014 Performance vs proficiencyCurriculum Review 2014 Performance vs proficiency
Curriculum Review 2014 Performance vs proficiency
 
SCPS World Languages Curriculum Review 2014
SCPS World Languages Curriculum Review 2014 SCPS World Languages Curriculum Review 2014
SCPS World Languages Curriculum Review 2014
 
2004 ISETL Speak English? ¿Habla Español? A Bilingual Model in Higher Education
2004 ISETL Speak English? ¿Habla Español? A Bilingual Model in Higher Education 2004 ISETL Speak English? ¿Habla Español? A Bilingual Model in Higher Education
2004 ISETL Speak English? ¿Habla Español? A Bilingual Model in Higher Education
 
Needs analysis (ESP Course)
Needs analysis (ESP Course) Needs analysis (ESP Course)
Needs analysis (ESP Course)
 
2005 AAACE Speak English? ¿Habla Español? A Dual-Language Model for Higher ...
2005 AAACE Speak English? ¿Habla Español?   A Dual-Language Model for Higher ...2005 AAACE Speak English? ¿Habla Español?   A Dual-Language Model for Higher ...
2005 AAACE Speak English? ¿Habla Español? A Dual-Language Model for Higher ...
 
The Dual Language Professional NABE 2006
The Dual Language Professional NABE 2006The Dual Language Professional NABE 2006
The Dual Language Professional NABE 2006
 
CDE WL official standards explanation use* 2010
CDE WL  official standards explanation use* 2010CDE WL  official standards explanation use* 2010
CDE WL official standards explanation use* 2010
 
Key Principles & Digital Tools for ELL Instruction in CCSS Fall CUE2015
Key Principles & Digital Tools for ELL Instruction in CCSS Fall CUE2015Key Principles & Digital Tools for ELL Instruction in CCSS Fall CUE2015
Key Principles & Digital Tools for ELL Instruction in CCSS Fall CUE2015
 
BrianNorthWhat does the CEFR mean in practice? What's new?
BrianNorthWhat does the CEFR mean in practice? What's new?BrianNorthWhat does the CEFR mean in practice? What's new?
BrianNorthWhat does the CEFR mean in practice? What's new?
 
Brian North eaquals 2014
Brian North  eaquals 2014Brian North  eaquals 2014
Brian North eaquals 2014
 

More from Minnesota English Learner Education Conference (6)

Handout for conference
Handout for conferenceHandout for conference
Handout for conference
 
Nielson_Samaj Final conference notes
Nielson_Samaj Final conference notesNielson_Samaj Final conference notes
Nielson_Samaj Final conference notes
 
Knutson samaha harper oral language interactions all day long (handouts)
Knutson samaha harper oral language interactions all day long (handouts)Knutson samaha harper oral language interactions all day long (handouts)
Knutson samaha harper oral language interactions all day long (handouts)
 
Setterberg_“Heuristic” education: Ground zero for bolstering minority-languag...
Setterberg_“Heuristic” education: Ground zero for bolstering minority-languag...Setterberg_“Heuristic” education: Ground zero for bolstering minority-languag...
Setterberg_“Heuristic” education: Ground zero for bolstering minority-languag...
 
Lenz_The Joy of Teaching
Lenz_The Joy of TeachingLenz_The Joy of Teaching
Lenz_The Joy of Teaching
 
Migrant Education Program Coordinators' Meeting
Migrant Education Program Coordinators' MeetingMigrant Education Program Coordinators' Meeting
Migrant Education Program Coordinators' Meeting
 

Recently uploaded

DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxDr. Asif Anas
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17Celine George
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxKatherine Villaluna
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxDr. Santhosh Kumar. N
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and stepobaje godwin sunday
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?TechSoup
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice documentXsasf Sfdfasd
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesMohammad Hassany
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17Celine George
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationMJDuyan
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxEduSkills OECD
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfMohonDas
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational PhilosophyShuvankar Madhu
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxMYDA ANGELICA SUAN
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 

Recently uploaded (20)

DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptx
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptx
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptx
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and step
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice document
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming Classes
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive Education
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdf
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational Philosophy
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptx
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 

Lentz_assessment options for world language proficiency certificates, bilingual and multilingual seals

  • 1. Assessment Options for World Language Proficiency Certificates, Bilingual and Multilingual Seals MELEd Conference November 7, 2015 Ursula Lentz
  • 2. Goal • Brief background for legislation • Explore available resources for development of ACTFL-aligned assessments for languages for which no ACTFL based proficiency assessments are available by: – Considering ACTFL proficiency levels – Assessment principles • Discuss options for assessment development
  • 3. Legislation 2015 Legislature amended Sec. 2. Minnesota Statutes 2014, section 120B.022, subdivision 1a and 1b https://www.revisor.mn.gov/statutes/?id=120B.022 World language proficiency certificates Bilingual and multilingual seals High school elective credit College credit
  • 4. Bilingual and Multilingual Seals LEAPS Legislation: Recognizes home languages as an asset 2015 Amendments created two levels of seals • Gold – Intermediate-High (IH) • Platinum – Advanced-Low (AL) Requirements: All modalities (Reading, writing, listening, speaking) Based on the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines on a valid assessment for reading, writing, listening and speaking education.state.mn.us 4
  • 5. Other Requirements (b) In addition to paragraph (a), to be eligible to receive a seal: (1) students must satisfactorily complete all required English language arts credits; and (2) students must demonstrate mastery of Minnesota's English language proficiency standards. education.state.mn.us 5
  • 6. Credits Awarded education.state.mn.us6 Upon enrollment and student request within 3 years of earning a seal(s) or certificate Certificates, Seals Level Credits World language proficiency certificate Intermediate- Low 2 semesters Gold bilingual or multilingual seal Intermediate- High 3 semesters per language Platinum bilingual or multilingual seal Advanced-Low 4 semesters per language
  • 7. Who can be Awarded Seals or Certificates? Any student who can demonstrate the required proficiency levels are eligible to receive Bilingual Seals and World Language Proficiency Certificates. 4/11/2015 http://www3.canisius.edu/~itsdocs/CST/Gifted_CST_Review/Gifted_CST_Review_print.html
  • 8. Assessment Options • Advanced Placement Exam • International Baccalaureate Exam • Oral Proficiency Interview, Reading Proficiency Test, or Writing Proficiency Test • Standards-based Measurement of Proficiency (STAMP4S) • ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) • Tribal language assessments • Signed Language Proficiency Interview (SLPI) for American Sign Language • ACTFL Latin Interpretive Reading Exam (ALIRA) • Other assessments correlated to the required minimum level of language proficiency. 4/11/2015
  • 10. What Do Other States Use/Require? National Guidelines for Seals (http://www.actfl.org/news/press- releases/seal-biliteracy-guidelines-released)( • Advanced Placement Exam • International Baccalaureate Exam • Oral Proficiency Interview, Reading Proficiency Test, or Writing Proficiency Test • Standards-based Measurement of Proficiency (STAMP4S) • ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) • Tribal language assessments • Signed Language Proficiency Interview (SLPI) for American Sign Language • ACTFL Latin Interpretive Reading Exam (ALIRA) • Other assessments correlated to the required minimum level of language proficiency. 4/11/2015
  • 11. • Students take assessments • By end of April school requests seals from MDE • Form on MDE site – Signed by principal • Student diploma can show seal, transcript must have seal (or notation- space issue) • Student requests seal when admitted-within 3 years of receiving the seal Seal Logistics education.state.mn.us 11
  • 12. • Students take assessments • By end of April school requests seals from MDE • Form on MDE site – Signed by principal • Student diploma can show seal, transcript must have seal (or notation- space issue) • Student requests seal when admitted-within 3 years of receiving the seal Seal Logistics education.state.mn.us 12
  • 13. What if there are no Proficiency Assessments for the languages our students speak? education.state.mn.us 13
  • 14. Possible Resources from Other States which offer Seals • Other states provide high school credit for seals • Some states provide seals only for languages which can be assessed using an available ACTFL-based proficiency assessment
  • 15. “Where valid and reliable assessments are unavailable, a school district or charter school may rely on evaluators trained in assessing under ACTFL proficiency guidelines to assess a student's level of foreign, heritage, or indigenous language proficiency under this section.” https://www.revisor.mn.gov/statutes/?id=120B.022 For languages for which there are no proficiency assessments available: education.state.mn.us 15
  • 18. Challenges • Test Development Process • Native Speakers with appropriate language level and time • Training on ACTFL guidelines • Appropriate Model • Resources for developing the assessment and Rating Criteria
  • 19. • Validity (does it test what is intended and at the correct level?) – Reading, writing, listening, speaking (exemption, ASL) – Intermediate- Low, Intermediate-High, Advanced-Low • Practicality (time to develop, administer and rate the assessment vs. the number of test takers and resources) • Reliability Considerations in Developing Assessments education.state.mn.us 19
  • 20. – Scoring and administration method – Number of test administrators – Test Type – Knowledge of ACTFL Proficiency Level Characteristics and what they mean in a task Considerations education.state.mn.us 20
  • 21. Breath, Depth, Range of Topics, Text Types and Tasks, Rating • Determined by – Appropriateness for the level – ACTFL proficiency guidelines – Specific language characteristics But Wait - There’s More education.state.mn.us 21
  • 22. What does Proficiency Look Like? At: Intermediate-Low Intermediate-High Advanced-Low
  • 23. Speaking, Writing, Listening, Reading English version ACTFL Proficiency Guidelines http://www.actfl.org/publications/guidelines-and-manuals/actfl- proficiency-guidelines-2012/english A Very Short Summary of ACTFL Proficiency Guidelines education.state.mn.us 23
  • 24. ACTFL Proficiency Guidelines Describe: Tasks speakers/writers/ readers/ listeners can handle at each level, the content, context, accuracy, and discourse types associated with tasks at each level. The limits that speakers/writers/ readers/ listeners encounter when attempting to function at the next higher major level. http://www.actfl.org/publications/guidelines-and-manuals/actfl- proficiency-guidelines-2012 education.state.mn.us 24
  • 25. ACTFL Proficiency Levels Compare to WIDA ELD Framework: Focus not specific to academic language.
  • 26. Intermediate-Low: Speakers can handle limited uncomplicated communication by creating with the language in straightforward social situations. Concrete exchanges and predictable topics; basic personal information; self and family, some daily activities, personal preferences, some immediate needs, such as ordering food and other purchases. Proficiency Level Characteristics education.state.mn.us 26
  • 27. Intermediate-Low Speaking continued Speakers are primarily reactive, struggle to answer direct questions or requests for information. They can ask a few appropriate questions. Are generally understood by sympathetic listeners, particularly by those accustomed to dealing with non- natives. education.state.mn.us 27
  • 28. Intermediate-High Speakers can handle familiar topics dealing with routine tasks and social situations with ease. Can narrate in all time frames. Understood by native speakers. Level required for a world language teacher licensure in MN education.state.mn.us 28
  • 29. • Intermediate High – converse with ease for social situations and routine tasks. Narrate in major timeframes. Uses some connected sentences (discourse). • Can be understood by native speakers; may have gaps in communication. Intermediate-High education.state.mn.us 29
  • 30. • Advanced-Low – can handle a wide variety of communicative tasks. Participate in informal and limited formal conversations related to home, school and some work, current events, public and personal interest. Proficiency Level Characteristics education.state.mn.us 30
  • 31. Advanced-Low Speakers: participate in most informal and some formal conversations, including employment, current events and public and community interests. (ACTFL) Connected discourse, paragraph length. Can converse with accuracy, precision and clarity. Can handle abstract topics. Understood by native speakers education.state.mn.us 31
  • 32. Writers at the Intermediate Low sublevel are able to meet some limited practical writing needs. They can create statements and formulate questions based on familiar material. Most sentences are recombinations of learned vocabulary and structures. These are short and simple conversational-style sentences with basic word order. They are written almost exclusively in present time. Writing tends to consist of a few simple sentences, often with repetitive structure. Topics are tied to highly predictable content areas and personal information. Vocabulary is adequate to express elementary needs. There may be basic errors in grammar, word choice, punctuation, spelling, and in the formation and use of non-alphabetic symbols. Their writing is understood by natives used to the writing of non-natives, although additional effort may be required. When Intermediate Low writers attempt to perform writing tasks at the Advanced level, their writing will deteriorate significantly and their message may be left incomplete. - See more at: http://www.actfl.org/publications/guidelines-and-manuals/actfl- proficiency-guidelines-2012/english/writing#intermediate Writing: Intermediate Low education.state.mn.us 32
  • 33. Writers at the Intermediate High sublevel are able to meet all practical writing needs of the Intermediate level. Additionally, they can write compositions and simple summaries related to work and/or school experiences. They can narrate and describe in different time frames when writing about everyday events and situations. These narrations and descriptions are often, but not always, of paragraph length, and they typically contain some evidence of breakdown in one or more features of the Advanced level. For example, these writers may be inconsistent in the use of appropriate major time markers, resulting in a loss of clarity. The vocabulary, grammar and style of Intermediate High writers essentially correspond to those of the spoken language. Intermediate High writing, even with numerous and perhaps significant errors, is generally comprehensible to natives not used to the writing of non-natives, but there are likely to be gaps in comprehension. Writing: Intermediate High education.state.mn.us 33
  • 34. Writers are able to meet basic work and/or academic writing needs. They demonstrate the ability to narrate and describe in major time frames with some control of aspect. They are able to compose simple summaries on familiar topics. Advanced Low writers are able to combine and link sentences into texts of paragraph length and structure. Their writing, while adequate to satisfy the criteria of the Advanced level, may not be substantive. Writers at the Advanced Low sublevel demonstrate the ability to incorporate a limited number of cohesive devices, and may resort to some redundancy and awkward repetition. They rely on patterns of oral discourse and the writing style of their first language. These writers demonstrate minimal control of common structures and vocabulary associated with the Advanced level. Their writing is understood by natives not accustomed to the writing of non-natives, although some additional effort may be required in the reading of the text. When attempting to perform functions at the Superior level, their writing will deteriorate significantly. Writing: Advanced Low education.state.mn.us 34
  • 35. Why are Instructions In English? • Separates the task from the directions • For ELs the instructions can be a problem Challenges and Issues • Native English speaking students have directions in English – Do students being assessed for a language need direction in their home language? – Does the requirement to be proficient in English play a role for the seals?
  • 36. The Grids provide a “summary” of essential characteristics and text types.
  • 37. The Grids provide a “summary” of essential characteristics and text types.
  • 38. Samples of Levels ACTFL Proficiency Level samples in English • http://www.actfl.org/publications/guidelines-and- manuals/actfl-proficiency-guidelines-2012/english • http://www.actfl.org/publications/guidelines-and- manuals/actfl-proficiency-guidelines-2012/english/speaking • https://www.youtube.com/watch?v=SnxSzCmVYjk
  • 39. Available frameworks and models to assess students' language levels • Modified OPI as a model using ACTFL guidelines as a guide Speaking • ELPAC (MLPA Model) – using ACTFL guidelines as a guide • Integrated Performance Assessment Framework (ACTFL developed) • CLEAR: http://clear.msu.edu/clear/ – http://clear.msu.edu/assessment/ppt/SUN- Best%20Practices%20Guidelines%20for%20LCTL%20Assessment.htm – http://clear.msu.edu/assessment/current-projects/online-speaking-tests-for- lctls/
  • 40. Resources: What am I assessing: CARLA Virtual Assessment Center Specification Grids (Alice Omaggio) CLEAR Assessment Development http://clear.msu.edu/assessment/current-projects/online-speaking-tests-for-lctls/ Proficiency Assessment Models education.state.mn.us 40
  • 42. Sample Writing Model • Contextualized • More than one writing task • All task target the same level • Responses scored on a “there, not there” rubric with multiple criteria
  • 43. • Legislation requires those testing to be ACTFL- trained • MDE is working on ways to assist in test development. Details will be in EL coordinator newsletter How Can Districts Develop Assessments? education.state.mn.us 43