Assessment of functional abilities [How To] By: Mohamed Ansary

1. Mohamed Ansary, Presenter
School of Middle Eastern & North African Studies
The University of Arizona
mansary@email.arizona.edu
www.mohamedansary.blogspot.com
Assessment of Functional Abilities of Arabic Language Learners

2. ‫أهال‬‫وسهال‬‫بكم‬‫في‬‫كونكورديا‬‫وورشة‬‫عمل‬‫مثمرة‬‫بإذن‬
‫هللا‬
‫ال‬‫تنسوا‬ّ‫أن‬
‫العلم‬‫صيد‬‫والكتابة‬‫قيده‬‫قيد‬‫صيودك‬‫بالحبال‬‫الواثقة‬
‫فمن‬‫الحماقة‬‫أن‬‫تصيد‬‫غزالة‬‫وتتركها‬‫بين‬‫الخالئق‬‫طالقة‬

3. Concordia Language Villages
&
Qatar Foundation
International
Welcome you to this
workshop
-----------------------
Strategies to facilitate
language learning

4. Assessment of
Functional Abilities
of Arabic Language
Learners
--------------------------
‫تقييم‬‫المقدرة‬‫الوظيفية‬‫لمتعلمي‬‫اللغة‬
‫العربية‬

5. Assessment or Evaluation?

6. ‫الوظائف‬‫اللغوية‬‫للمتعلم‬
‫–مبتديء‬ ‫–متوسط‬ ‫-متقدم‬ ‫متميز‬

7. What are the functions and global tasks that
learners can perform?

8. Can the learner communicate minimally with
formulaic and rote utterances?
Proficiency Level: Novice
‫مستوى‬‫الكفاءة‬ : ‫(الببغاء)مبتديء‬

9. Can the learner create with language, initiate,
maintain and bring to a close simple conversation
by asking and responding to simple questions?
Proficiency Level: Intermediate
‫مستوى‬‫الكفاءة‬ : ‫)متوسط‬ ‫المحاور‬‫المبتديء‬ (

10. Can the learner narrate and describe in
major time frames and deal effectively with
an unanticipated complication?
Proficiency Level: Advanced
‫مستوى‬‫الكفاءة‬ : ‫)متقدم‬ ‫(الحكواتي‬

11. Can the learner discuss topics extensively,
support opinions and hypothesize? Can he/she
deal with a linguistically unfamiliar situation?
Proficiency Level: Superior
‫مستوى‬‫الكفاءة‬ : ‫ّز‬‫ي‬‫ر)متم‬ّ‫ك‬‫(المف‬

12. Oral Proficiency Interview

13. What is an OPI?
It is an assessment of functional ability.
It can be face to face or a telephone interview.
It is based on ACTFL proficiency guidelines.

14. ACTFL = AMERICAN COUNCIL ON THE TEACHING OF FOREIGN
LANGUAGES
THE ACTFL PROFICIENCY GUIDELINES ARE A DESCRIPTION OF WHAT
INDIVIDUALS CAN DO WITH LANGUAGE IN TERMS OF SPEAKING,
WRITING, LISTENING AND READING IN REAL-WORLD SIUTATIONS IN
A SPONTANEOUS AND NON-REHEARSED CONTEXT.
OPI = ORAL PROFICIENCY INTERVIEW
ACTFL PROFICIENCY GUIDELINES

15. What is the purpose of the Oral Proficiency Interview?
The purpose is to elicit a ratable sample of speech.
A ratable sample demonstrates a clear floor and a clear ceiling.
‫الهدف‬‫من‬‫المقابلة‬‫الشفوية‬‫هو‬‫الحصول‬‫على‬‫عينة‬‫لغوية‬‫صالحة‬ .
‫هذه‬‫العينة‬‫لها‬‫أرضية‬‫ولها‬‫سقف‬ .

16. The floor: the major level at
which the speaker sustains
functional ability.
‫:األرضية‬ ‫ما‬‫يستطيع‬‫أن‬‫يفعله‬‫الممتحن‬
‫بثبات‬‫باللغة‬ .
he ceiling: the major level at
which the speaker can no
longer sustain performance.
‫:السقف‬ ‫ما‬‫ال‬‫يستطيع‬‫أن‬‫يحققه‬‫الممتحن‬
‫على‬‫مستوى‬‫لغوي‬‫أعلى‬ .

17. Major levels and
Sublevels
‫المستويات‬‫الرئيسية‬‫والمستويات‬
‫الثانوية‬

20. ‫سلم‬‫المجلس‬‫األمريكي‬‫والسلم‬
‫الحكومي‬

21. ‫السلم‬‫الحكومي‬

22. The ratable sample must contain the
following four phases:
- Warm-up
The beginning of the interview; a chance
for the tester to greet the speaker and
gather information about possible content
areas.
- Wind-down
The end of the interview; a chance for
the tester to bring closure and thank the
speaker
- Level checks
Questions that are intended to determine
or reinforce the floor
- Probes
Questions that are intended to determine
the ceiling.

23. The Warm up
‫التسخين‬
- Establishes a rapport between tester and speaker
- Puts the speaker at ease in the target language
- Allows the tester to gather possible topics for further development
Tell me a little bit about yourself….
Level Checks
‫أسئلة‬‫التحقق‬
- Questions designed to prove or “check” the floor
- Remember: the floor is the highest level of sustained performance
Probes
‫أسئلة‬‫السبر‬
- Questions designed to find the ceiling
- Remember: the ceiling is the level at which the speaker can no longer
Sustain performance
The Wind Down
‫اإلنهاء‬
- Returns the speaker to the floor or below
- Provides the chance to finish the interview on a positive successful
note
What will you be doing after this interview?
What are your plans for the rest of the day?

24. The Role play
- Elicits functions not easily achieved through a conversational format,
such as:
- Handling a survival situation (intermediate)
- Handling a situation with a complication (advanced)
- Handling a linguistically unfamiliar situation (superior)
- May be used as a level check or a probe
- Is required between, and including the levels of NH and AM

25. - The tester alternates level checks and probes to establish a
clear floor and a clear ceiling.
- There is no set number of levels checks and/or probes per
interview

34. http://www.actfl.org/sites/default/files/guidelines/arabic_speaking_adv
anced_1.mp3

39. http://www.actfl.org/sites/default/files/guidelines/arabic_speaking_intermediate_1.mp3

42. http://www.actfl.org/sites/default/files/guidelines/arabic_speaking_novice_1.mp3

43. English Sample: NOVICE

45. English Sample: INTERMEDIATE

47. English Sample: ADVANCED

49. Discussion:
How can our knowledge of the assessment of the functional abilities of our
students help us in the classroom? How can the teacher address his/her
students while having these criteria in mind?
How can this knowledge help in the formative assessment?
Why is it considered an assessment rather than an evaluation?

50. Resources:
http://www.actfl.org/publications/guidelines-and-manuals/
actfl-proficiency-guidelines-2012/arabic/%D8%A7%D9%84%D9%83%D9%84%D8%A7%D9%85
http://actflproficiencyguidelines2012.org/arabic/index.php
https://www.youtube.com/channel/UCiBeZAsXz-RvyL67GJzzlRw

53. Mohamed Ansary
School of Middle Eastern & North African Studies
The University of Arizona
mansary@email.arizona.edu
Assessment of Functional Abilities of Arabic Language Learners