Trends and Best Practices in Chinese LanguageAssessment K-16 (K-16 中文测试信息及趋势 )Lynn ThompsonNa Liu
Who we are   Lynn Thompson, Research Associate,    World Language Assessment Specialist   Na Liu, Research Associate, He...
What is the Center for Applied Linguistics   CAL’s mission is to improve communication    through better understanding of...
Welcome!Today we will:2.Provide background on the Center for AppliedLinguistics 介绍应用语言学研究中心和测试3.Define types and purposes ...
Next:4 Provide background on the Center for Applied  Linguistics4 Define types and purposes of assessments4 Describe innov...
What is Assessment?   As instructors, we need to be able to track    our students‘ language growth.     Assessment is how...
Need for Assessment Effective assessment  • Allows students and teachers to measure language    proficiency  • Promotes ac...
Assessment and Instruction
Types of Assessment   Assessment = a collaboration between the    student and the instructor:     − monitor students dail...
Formative Assessment   Formative assessment    − Used throughout the course of instruction    − Provides feedback to the ...
Summative Assessment   Summative assessment    − Generally conducted at the end of a unit      or at the end of a sequenc...
Summative Assessment   What would a summative assessment for a    unit on weather look like?   What would you expect stu...
External Summative Assessment   Why?   Objective   Comparative data   Feedback to teacher/program   Stakeholders      ...
Examples of Formative and Summative Assessments                                                  14
Audience Survey 1   With which grade levels do you work?   What kinds of language assessments do    you use?   What kin...
Next:4 Provide background on the Center for Applied  Linguistics and assessment4 Define types and purposes of assessments4...
CAL assessment resources for all levels   Foreign Language Assessment Directory    (FLAD)   Understanding Assessment: A ...
Foreign Language Assessment Directory   Free, searchable directory of information    on nearly 200 tests in over 90 langu...
Standardized Chinese Tests from FLAD                                       19
Understanding Assessment: A Guide forForeign Language Educators    Free, online tutorial for language teachers     and ad...
Understanding Assessment: A Guide forForeign Language Educators    Development process:    Workshops with instructors an...
CAL K-8 Assessments   ELLOPA   SOPA   COPE                      22
What are the ELLOPA, SOPA, and COPE?Purpose: Assess students ability to         understand and speak a second         lang...
ELLOPA, SOPA, and COPE  Goal: To find out what students CAN DO with  the language they are learning  Context: Simulate rea...
Comparison Chart ELLOPA and SOPA Tasksand COPE Cue Cards        ELLOPA                    SOPA                   COPETask ...
COPE/SOPA Rating Rubric   Nine “Junior” proficiency levels    Criteria     • Oral Fluency     • Grammar/Language Control...
Training Options for K-8 CAL Assessments   For ELLOPA and SOPA:    Live workshops    Online training courses   For COPE:...
Additional Assessments   Assessment of Interpersonal   Listening/Speaking, Interpretive Reading,   Interpretive Listening,...
Additional Assessments   NOELLA   Online assessment of listening, reading,    writing, and speaking   Multiple-choice f...
Additional Assessments   YCT (Youth Chinese Test)   Consists of a writing and a speaking test   For more information:  ...
Resources availablefor 9-16 students and teachers   Computerized Oral Proficiency Instruments   Self-access rater traini...
Computerized Oral Proficiency Instrument(COPI)    A computer-based, semi-adaptive test    Currently being developed for ...
Computerized Oral Proficiency Instrument(COPI)    Begins with student self-assessment    Computer algorithm and student ...
Resources for rating oral proficiency    Online courses    Face-to-face workshops                                       ...
Online course on Assessment Literacy   Assessment for Language Instructors: The    Basics online course   Offered Annual...
Face-to-face workshops   Popular topics     •   Understanding assessment     •   Developing formative assessment     •   ...
Additional Assessments   STAMP   Computer-adaptive test that measures    student proficiency with language    according t...
HSK  HSK (Basic): Listening, Grammar, and   Reading  HSK (Elementary-Intermediate): Listening,   Grammar, Reading, and C...
Resources   Handout has online assessment    resources and descriptions of our    courses and workshops   http://    www...
Thank You!   Questions?   Comments?   Na Liu nliu@cal.org   Lynn Thompson lthompson@cal.org   Margaret E. Malone mmalone...
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Trends and best practices in chinese language assessment k–16

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  • Trends and best practices in chinese language assessment k–16

    1. 1. Trends and Best Practices in Chinese LanguageAssessment K-16 (K-16 中文测试信息及趋势 )Lynn ThompsonNa Liu
    2. 2. Who we are Lynn Thompson, Research Associate, World Language Assessment Specialist Na Liu, Research Associate, Heritage Language research and Chinese language Assessment Specialist 2
    3. 3. What is the Center for Applied Linguistics CAL’s mission is to improve communication through better understanding of language and culture We provide a comprehensive range of research-based information, tools, and resources related to language and culture 3
    4. 4. Welcome!Today we will:2.Provide background on the Center for AppliedLinguistics 介绍应用语言学研究中心和测试3.Define types and purposes of assessments 定义 测试的类型及目的4Describe innovative assessment resources forK-16 students 介绍适合 K-16 学生的考试4Respond to your questions! 回答问题! 4
    5. 5. Next:4 Provide background on the Center for Applied Linguistics4 Define types and purposes of assessments4 Describe innovative assessment resources for K-16 students • Discuss how CAL’s efforts align with best practices in language assessment4. Respond to your questions! 5
    6. 6. What is Assessment? As instructors, we need to be able to track our students‘ language growth. Assessment is how we do this Assessment = to sit beside Assessment = the opportunity to enhance, empower, and celebrate students’ learning while giving guidance to instructors
    7. 7. Need for Assessment Effective assessment • Allows students and teachers to measure language proficiency • Promotes accountability among programs • Documents success and can make an argument for increased funding for programs. (Carstens-Wickham, 2008; Jensen, 2007; Reese, 2010) 7
    8. 8. Assessment and Instruction
    9. 9. Types of Assessment Assessment = a collaboration between the student and the instructor: − monitor students daily progress using formative assessment, − check in on student progress at key points in the school year using summative assessment. Summative Assessment Formative assessment
    10. 10. Formative Assessment Formative assessment − Used throughout the course of instruction − Provides feedback to the teacher, learner, or both about the learners progress toward desired educational outcomes. The results of formative assessments are often used in planning subsequent instruction.
    11. 11. Summative Assessment Summative assessment − Generally conducted at the end of a unit or at the end of a sequence of units − Provides feedback to the teacher, learner, or both about the learners progress towards meeting course goals or proficiency. Thinking of your assessment first helps you plan your unit(s), content, and activities that will build up to the assessment.
    12. 12. Summative Assessment What would a summative assessment for a unit on weather look like? What would you expect students to be able to do? What communicative mode(s)? How would you rate it? 12
    13. 13. External Summative Assessment Why? Objective Comparative data Feedback to teacher/program Stakeholders 13
    14. 14. Examples of Formative and Summative Assessments 14
    15. 15. Audience Survey 1 With which grade levels do you work? What kinds of language assessments do you use? What kinds of language assessments do you wish you had? 15
    16. 16. Next:4 Provide background on the Center for Applied Linguistics and assessment4 Define types and purposes of assessments4 Describe innovative assessment resources for K-16 students4 Respond to your questions! 16
    17. 17. CAL assessment resources for all levels Foreign Language Assessment Directory (FLAD) Understanding Assessment: A Guide for Foreign Language Educators 17
    18. 18. Foreign Language Assessment Directory Free, searchable directory of information on nearly 200 tests in over 90 languages • www.cal.org/flad Includes information of tests’ • Appropriate grade and proficiency levels • Languages • Skills targeted by a test • Information about the test’s development; • The publisher’s or developer’s contact information for further inquiries 18
    19. 19. Standardized Chinese Tests from FLAD 19
    20. 20. Understanding Assessment: A Guide forForeign Language Educators Free, online tutorial for language teachers and administrators working with all levels Introduces key concepts in language testing Provides overall guidance in • Test selection • Using test results 20
    21. 21. Understanding Assessment: A Guide forForeign Language Educators Development process: Workshops with instructors and administrators (2006-2008) • Focus groups with instructors and administrators (2007-2008) • Review by language testing experts (2009) Currently being updated 21
    22. 22. CAL K-8 Assessments ELLOPA SOPA COPE 22
    23. 23. What are the ELLOPA, SOPA, and COPE?Purpose: Assess students ability to understand and speak a second languageLevel: Grades PreK-8Format: Two students assessed together in a friendly, non-stressful environmentTime: 15-25 minutes for each pair of studentsScoring: COPE-SOPA Rating Scale (9 Junior levels based on the ACTFL Proficiency Guidelines) 04/24/12
    24. 24. ELLOPA, SOPA, and COPE Goal: To find out what students CAN DO with the language they are learning Context: Simulate real-life communication rather than mastery of specific forms or content (achievement). ELLOPA SOPA COPE Grades PreK-2 Grades 2-8 Grades 5+ 04/24/12
    25. 25. Comparison Chart ELLOPA and SOPA Tasksand COPE Cue Cards ELLOPA SOPA COPETask 1: Fruits Task 1: Fruits --- Task 2: AnsweringTask 2: Talking to Panda Card 1: Introductions Informal QuestionsTask 3: Description Task 3: Description Card 2: School Day --- --- Card 3: Class ProjectTask 4: “Three Little Pigs” Task 4: “Goldilocks” Card 4: Future Trip Card 5: --- --- Book or Movie Plot --- --- Card 6: An Accident Task 5: SchoolTask 5: School Rules Card 7: School Rules Rules --- --- Card 8: An ApologyWind down: TPR Wind down: TPR Wind down
    26. 26. COPE/SOPA Rating Rubric Nine “Junior” proficiency levels  Criteria • Oral Fluency • Grammar/Language Control • Vocabulary • Listening Comprehension 26
    27. 27. Training Options for K-8 CAL Assessments For ELLOPA and SOPA:  Live workshops  Online training courses For COPE:  Live workshops www.cal.org/ela
    28. 28. Additional Assessments Assessment of Interpersonal Listening/Speaking, Interpretive Reading, Interpretive Listening, and Presentational Writing http://www.aappl.org/
    29. 29. Additional Assessments NOELLA Online assessment of listening, reading, writing, and speaking Multiple-choice format for listening and reading Prompt for writing and speaking For more information: http:// casls.uoregon.edu/pages/tools/noella.php 29
    30. 30. Additional Assessments YCT (Youth Chinese Test) Consists of a writing and a speaking test For more information: http://english.hanban.org/node_8001.htm 30
    31. 31. Resources availablefor 9-16 students and teachers Computerized Oral Proficiency Instruments Self-access rater training materials for teachers and raters 31
    32. 32. Computerized Oral Proficiency Instrument(COPI) A computer-based, semi-adaptive test Currently being developed for Chinese Tests oral proficiency according to ACTFL Proficiency Guidelines – Speaking (Revised, 1999) Intended for use with native English- speaking students in later years of high school, college or adults 32
    33. 33. Computerized Oral Proficiency Instrument(COPI) Begins with student self-assessment Computer algorithm and student choice allows for moderate adaptation of test level Student responds to 7-11 tasks Tasks are automatically stored for later rating 33
    34. 34. Resources for rating oral proficiency Online courses Face-to-face workshops 34
    35. 35. Online course on Assessment Literacy Assessment for Language Instructors: The Basics online course Offered Annually •Purposes for assessment •Validity •Reliability •Practicality •Impact Audience • Language instructors and administrators • Limited prior language assessment experience 35
    36. 36. Face-to-face workshops Popular topics • Understanding assessment • Developing formative assessment • Aligning assessment and instruction • Performance assessment in the classroom • Using CAL assessments Delivery • On demand when commissioned by institutions • Regularly scheduled through grant-based projects 36
    37. 37. Additional Assessments STAMP Computer-adaptive test that measures student proficiency with language according to Benchmark Levels 1 through 5 which are related to ACTFL Performance Guidelines at the novice to intermediate levels (appropriate for Grade 7 and above) http://www.stamptest.net/stamp0708/stamp test/ 37
    38. 38. HSK HSK (Basic): Listening, Grammar, and Reading HSK (Elementary-Intermediate): Listening, Grammar, Reading, and Comprehensive HSK (Advanced): Listening, Reading, and Comprehensive, with writing and speaking For more information: http:// www.hsk.org.cn/index.aspx 38
    39. 39. Resources Handout has online assessment resources and descriptions of our courses and workshops http:// www.ecb.org/worldlanguageassessment / Contact Lynn Thompson lthompson@cal.org 39
    40. 40. Thank You! Questions? Comments? Na Liu nliu@cal.org Lynn Thompson lthompson@cal.org Margaret E. Malone mmalone@cal.org 40

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