This document provides an overview of formative and summative oral language assessments for Chinese instruction in grades K-8. It discusses the Student Oral Proficiency Assessment (SOPA) and Early Language Listening and Oral Proficiency Assessment (ELLOPA), which are summative assessments used to measure students' oral proficiency. Sample interviews are shown to illustrate tasks at different proficiency levels. The document also introduces formative assessment tools like the Student Self Assessment and Teacher Observation of Oral Proficiency Assessment. The goal is to help teachers understand different assessment types and how to use formative and summative tools to support students' Chinese language development.
10-step guide to teaching effective conversation classesDylan Gates
Do you struggle when teaching adult conversation classes? This short guide outlines a strategy for delivering classes which focus on your learners' needs and interests.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/61062729
Presentation Abstract:
How many of us have studied a language and then found ourselves unable to perform even the most basic daily tasks in the language? Integrating performance assessment into world language curricula is one way to minimize the likelihood of such an outcome. This webinar explores the purposes and uses for performance assessment in world language classrooms. Many language instructors and learners want to know the extent to which an assessment can capture how well a student will be able to complete real-life tasks when using the target language (Bachman & Palmer, 1996; Stoynoff & Chapelle, 2005). The webinar will begin with a description of performance assessment, how it aligns with learning and teaching purposes, and its uses for the classroom. Next, we will explore how to integrate performance assessment into language classrooms, including developing tasks and rubrics that will support such activities (Norris et al, 2008). During this part, we will examine one or more typical performance assessment tasks, and we will discuss how to adapt them to your needs. Finally, we will discuss the logistics of performance assessment and brainstorm ways to integrate meaningful performance assessment within the constraints of available resources.
Webinar Date: May 5, 2011
Have you ever wished that you could enrich your Oral Communications classes with more personally enriching material to unlock your students’ speaking skills? Public speaking skills in a second language are a powerful confidence builder. However, developing these skills is a process which requires a careful build-up of various abilities. There are few materials which provide insight as to how to teach these skills step-wise to adult Second Language Learners.
Techniques for integrating public speaking into Oral Communications courses, engagement of the student audience as evaluators, and preparation of outstanding slides are some of the topics covered in this interactive program. Model presentations, evaluation forms and feedback techniques will be made available. Participants will take away tested, easily implementable techniques to turn Oral Communications students into confident presenters, with the potential to exceed the performance of native speakers.
This lesson plan is from an intermediate oral skills class of adult learners. The focus of the lesson is on reviewing pronunciation of vowels as well as using note-taking for comprehension and discussion.
Textbooks? No! Blended CALL for EFL Conversation Classes! Throw away the text...getchan
I’ve been experimenting for the last five years with teaching conversation classes based on student surveys, short topical reports, longer presentations, online video self-analysis and peer-analysis of presentation skills, English karaoke, diary writing that blend the use of in class speaking activities backed up by web-based study or support. This presentation will take a “my share” approach to explaining some class activities, web based activities and class management approaches that allow the teacher to become a coach and let students learn at their own pace.
10-step guide to teaching effective conversation classesDylan Gates
Do you struggle when teaching adult conversation classes? This short guide outlines a strategy for delivering classes which focus on your learners' needs and interests.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/61062729
Presentation Abstract:
How many of us have studied a language and then found ourselves unable to perform even the most basic daily tasks in the language? Integrating performance assessment into world language curricula is one way to minimize the likelihood of such an outcome. This webinar explores the purposes and uses for performance assessment in world language classrooms. Many language instructors and learners want to know the extent to which an assessment can capture how well a student will be able to complete real-life tasks when using the target language (Bachman & Palmer, 1996; Stoynoff & Chapelle, 2005). The webinar will begin with a description of performance assessment, how it aligns with learning and teaching purposes, and its uses for the classroom. Next, we will explore how to integrate performance assessment into language classrooms, including developing tasks and rubrics that will support such activities (Norris et al, 2008). During this part, we will examine one or more typical performance assessment tasks, and we will discuss how to adapt them to your needs. Finally, we will discuss the logistics of performance assessment and brainstorm ways to integrate meaningful performance assessment within the constraints of available resources.
Webinar Date: May 5, 2011
Have you ever wished that you could enrich your Oral Communications classes with more personally enriching material to unlock your students’ speaking skills? Public speaking skills in a second language are a powerful confidence builder. However, developing these skills is a process which requires a careful build-up of various abilities. There are few materials which provide insight as to how to teach these skills step-wise to adult Second Language Learners.
Techniques for integrating public speaking into Oral Communications courses, engagement of the student audience as evaluators, and preparation of outstanding slides are some of the topics covered in this interactive program. Model presentations, evaluation forms and feedback techniques will be made available. Participants will take away tested, easily implementable techniques to turn Oral Communications students into confident presenters, with the potential to exceed the performance of native speakers.
This lesson plan is from an intermediate oral skills class of adult learners. The focus of the lesson is on reviewing pronunciation of vowels as well as using note-taking for comprehension and discussion.
Textbooks? No! Blended CALL for EFL Conversation Classes! Throw away the text...getchan
I’ve been experimenting for the last five years with teaching conversation classes based on student surveys, short topical reports, longer presentations, online video self-analysis and peer-analysis of presentation skills, English karaoke, diary writing that blend the use of in class speaking activities backed up by web-based study or support. This presentation will take a “my share” approach to explaining some class activities, web based activities and class management approaches that allow the teacher to become a coach and let students learn at their own pace.
An interactive session that aims to present practical ideas for building a K–12 proficiency-based program that focuses on developing students’ authentic oral communication and foundational literacy skills. Differentiation and personalized learning are the keys to a successful program, hence this presentation will include strategies for both. Focus points: proficiency — how to identify students’ levels and set learning goals; differentiated instruction — how to meet individual student needs, including learning styles, IT, personal interests, etc.; metacognition — how to raise the level of awareness of students’ self-assessment and provide strategies to move to a higher level of proficiency; resources — how to ensure rich and authentic content and materials; K–12 program articulation — how to align a program across all grade levels without following a set of textbooks — yes, it really is possible! Presenters will share the Singapore American School model, classroom practices, and examples along with Q&A and discussion. Facilitated by Susan Zhang and Sally Lean of the Singapore American School.
Speaker:
Sally Lean: Sally Lean (林莎莉) began a love of learning Chinese in middle school and further developed that through undertaking a Bachelor of Chinese Studies at the Australian National University. She has taught Chinese for over 15 years and managed Chinese programs for several well-known international schools and for several years worked as a co-founder, co-organizer and presenter of the ACAMIS (Association of China & Mongolia International Schools) Annual Summer Conference for teachers of Chinese language and culture. Apart from teaching Chinese, Sally was also head-hunted to create a teacher training project for the Chaoyang District Education Committee in Beijing, training local English teachers in current interactive and communicative teaching methodology.
Yuehua (Susan) Zhang: Dr. Yuehua (Susan) Zhang obtained her BA degree in English from Beijing Normal University, MED from Concordia University of Nebraska and PhD in Curriculum and instruction from University of Nebraska-Lincoln in the US. She has extensive experience in U.S./China educational programs. Currently she serves as Director of world languages at Singapore American School in Singapore.
Mathematics for ELL Students Workshop 1 PresentationStephen Best
Mathematics for ELL Students (Workshop 1) focuses on the ways in which middle grades educators can support the specific needs of English Language Learners in the math classroom. This presentation is part of a broader workshop for educators. More information at http://middlegradesmath.org
ROLO: Reformulate Output Lightly but Often (full PDF version)Paul Emmerson
In English language teaching, ROLO is a technique for giving feedback at the board following a speaking activity. Instead of just correcting language, ROLO involves guiding students to produce better language for themselves, and it emphasizes developing language as well as just correction.
This is a full PDF version of my article. On this site there is also a shorter slideshow.
Não fique de fora faça seu pré cadastro, garanta sua posição no topo e comece a construir sua rede.
Empresa com sede em Curitiba, Parana esta lançando novo negocio com puplicidade online.
Pré cadastro grátis, segue o link
http://internationalfirstclass.com
Patrocinador ID ( rendaja)
1ª: Ganho Individual Mensal
Ganhe 180,00 mensal por 12 meses pelo Plano Promoter (Custo R$ 598,00 )
Ganhe 900,00 mensal por 12 meses pelo Plano Manager (Custo R$ 2990,00 )
Ganhe 1800,00 mensal por 12 meses pelo Plano Executivo (Custo R$5980,00 )
2ª: Indicação Direta:
Ganhe R$ 60,00 por Indicados Plano Promoter
Ganhe R$ 240,00 por indicados Plano Manager
Ganhe R$ 355,00 por indicados Plano Executivo
3ª: Bônus Residual
Ganhe 3,00 de cada Mensalidade dos membros ativos da sua rede até o 6º nível!
4ª: Ganhos de Grupo
Ganhe 2% todos os Meses dos Manager e Executivos da sua rede até o 6º Nível!
Ex: Manager R$ 900,00 x 2% = R$ 18,00
Executivo R$ 1800,00 x 2% = R$ 36,00
5º: O MELHOR: PLANO BINÁRIO QUE MAIS PAGA!!!!
Ganhe 30% dos pontos de volume gerados na sua equipe menor.
Cada pacote gera muito mais pontos que da concorrência!
Plano Promoter gera 210 Pvs
Plano Manager gera 840 Pvs
Plano Executivo gera 1600 Pvs
6ª: Ganho Bônus Fast Cash
Indique 10 Manager no prazo de 70 dias e recebas 2% do faturamento mensal da Empresa!
E muito mais, Viagens, Carros BMW e FERRARI
Corra faça seu pré-cadastro e garanta sua posição.
Pré cadastro grátis, segue o link
http://internationalfirstclass.com
Patrocinador ID ( rendaja)
An interactive session that aims to present practical ideas for building a K–12 proficiency-based program that focuses on developing students’ authentic oral communication and foundational literacy skills. Differentiation and personalized learning are the keys to a successful program, hence this presentation will include strategies for both. Focus points: proficiency — how to identify students’ levels and set learning goals; differentiated instruction — how to meet individual student needs, including learning styles, IT, personal interests, etc.; metacognition — how to raise the level of awareness of students’ self-assessment and provide strategies to move to a higher level of proficiency; resources — how to ensure rich and authentic content and materials; K–12 program articulation — how to align a program across all grade levels without following a set of textbooks — yes, it really is possible! Presenters will share the Singapore American School model, classroom practices, and examples along with Q&A and discussion. Facilitated by Susan Zhang and Sally Lean of the Singapore American School.
Speaker:
Sally Lean: Sally Lean (林莎莉) began a love of learning Chinese in middle school and further developed that through undertaking a Bachelor of Chinese Studies at the Australian National University. She has taught Chinese for over 15 years and managed Chinese programs for several well-known international schools and for several years worked as a co-founder, co-organizer and presenter of the ACAMIS (Association of China & Mongolia International Schools) Annual Summer Conference for teachers of Chinese language and culture. Apart from teaching Chinese, Sally was also head-hunted to create a teacher training project for the Chaoyang District Education Committee in Beijing, training local English teachers in current interactive and communicative teaching methodology.
Yuehua (Susan) Zhang: Dr. Yuehua (Susan) Zhang obtained her BA degree in English from Beijing Normal University, MED from Concordia University of Nebraska and PhD in Curriculum and instruction from University of Nebraska-Lincoln in the US. She has extensive experience in U.S./China educational programs. Currently she serves as Director of world languages at Singapore American School in Singapore.
Mathematics for ELL Students Workshop 1 PresentationStephen Best
Mathematics for ELL Students (Workshop 1) focuses on the ways in which middle grades educators can support the specific needs of English Language Learners in the math classroom. This presentation is part of a broader workshop for educators. More information at http://middlegradesmath.org
ROLO: Reformulate Output Lightly but Often (full PDF version)Paul Emmerson
In English language teaching, ROLO is a technique for giving feedback at the board following a speaking activity. Instead of just correcting language, ROLO involves guiding students to produce better language for themselves, and it emphasizes developing language as well as just correction.
This is a full PDF version of my article. On this site there is also a shorter slideshow.
Não fique de fora faça seu pré cadastro, garanta sua posição no topo e comece a construir sua rede.
Empresa com sede em Curitiba, Parana esta lançando novo negocio com puplicidade online.
Pré cadastro grátis, segue o link
http://internationalfirstclass.com
Patrocinador ID ( rendaja)
1ª: Ganho Individual Mensal
Ganhe 180,00 mensal por 12 meses pelo Plano Promoter (Custo R$ 598,00 )
Ganhe 900,00 mensal por 12 meses pelo Plano Manager (Custo R$ 2990,00 )
Ganhe 1800,00 mensal por 12 meses pelo Plano Executivo (Custo R$5980,00 )
2ª: Indicação Direta:
Ganhe R$ 60,00 por Indicados Plano Promoter
Ganhe R$ 240,00 por indicados Plano Manager
Ganhe R$ 355,00 por indicados Plano Executivo
3ª: Bônus Residual
Ganhe 3,00 de cada Mensalidade dos membros ativos da sua rede até o 6º nível!
4ª: Ganhos de Grupo
Ganhe 2% todos os Meses dos Manager e Executivos da sua rede até o 6º Nível!
Ex: Manager R$ 900,00 x 2% = R$ 18,00
Executivo R$ 1800,00 x 2% = R$ 36,00
5º: O MELHOR: PLANO BINÁRIO QUE MAIS PAGA!!!!
Ganhe 30% dos pontos de volume gerados na sua equipe menor.
Cada pacote gera muito mais pontos que da concorrência!
Plano Promoter gera 210 Pvs
Plano Manager gera 840 Pvs
Plano Executivo gera 1600 Pvs
6ª: Ganho Bônus Fast Cash
Indique 10 Manager no prazo de 70 dias e recebas 2% do faturamento mensal da Empresa!
E muito mais, Viagens, Carros BMW e FERRARI
Corra faça seu pré-cadastro e garanta sua posição.
Pré cadastro grátis, segue o link
http://internationalfirstclass.com
Patrocinador ID ( rendaja)
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldabaux singapore
How can we take UX and Data Storytelling out of the tech context and use them to change the way government behaves?
Showcasing the truth is the highest goal of data storytelling. Because the design of a chart can affect the interpretation of data in a major way, one must wield visual tools with care and deliberation. Using quantitative facts to evoke an emotional response is best achieved with the combination of UX and data storytelling.
Succession “Losers”: What Happens to Executives Passed Over for the CEO Job?
By David F. Larcker, Stephen A. Miles, and Brian Tayan
Stanford Closer Look Series
Overview:
Shareholders pay considerable attention to the choice of executive selected as the new CEO whenever a change in leadership takes place. However, without an inside look at the leading candidates to assume the CEO role, it is difficult for shareholders to tell whether the board has made the correct choice. In this Closer Look, we examine CEO succession events among the largest 100 companies over a ten-year period to determine what happens to the executives who were not selected (i.e., the “succession losers”) and how they perform relative to those who were selected (the “succession winners”).
We ask:
• Are the executives selected for the CEO role really better than those passed over?
• What are the implications for understanding the labor market for executive talent?
• Are differences in performance due to operating conditions or quality of available talent?
• Are boards better at identifying CEO talent than other research generally suggests?
How do you know you are reaching your English proficiency goals with your students?
More importantly, how do your students know what and how they are learning?
The video of the webinar is available in this link: https://youtu.be/-_i0u_6jqAI
Other resources mentioned during the presentation are here: https://goo.gl/jqhIFM and
https://www.youtube.com/watch?v=plMyVJnmdGg
07 Asia TEFL: Web-based video self-analysis of conversation and presentationsgetchan
Outline of a project during 2005 -2007 when students in an EFL conversation class videotaped conversations and presentations, analysed them, and practiced points in order to improve.
Language proficiency assessment oral language
Language proficiency or linguistic proficiency is the ability of an individual to speak or perform in an acquired language.
Similar to S4 best practices in chinese language assessment k-16 - thompson liu (20)
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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S4 best practices in chinese language assessment k-16 - thompson liu
1. Best Practices in Chinese Assessment
K-8 Formative and Summative Assessments
Lynn Thompson
Na Liu
2. 1
Workshop Goals
To share CAL formative and summative K-8 oral
proficiency assessments
To inspire you to use and create formative and
summative assessments!
3. 2
Discussion: Chinese Classroom
What do you do in your class to help students understand
Chinese?
What do you do in your class to help students speak
Chinese?
4. 3
What is Oral Language Proficiency?
Traditional language learning focused on: Learning
vocabulary lists, grammatical accuracy,
memorized dialogues
Language as communication focuses on: The
functions of language, comprehensibility of learner
output, gestures, words, short phrases, memorized
chunks of language, creating at sentence level,
paragraph-level speech, extended paragraphs
6. 5
Language Functions and Levels
How do language functions relate to levels of
oral proficiency?
It is quite easy to learn a greeting and use it
effectively in another language, but it is far more
difficult to tell a story or persuade another person
to support your point of view.
Some functions can span a number of proficiency
levels. The same function becomes more
complex, nuanced, and elaborated as student oral
proficiency increases.
7. Function: Sharing information
Jr. Novice Student speech at this level ranges from
producing words, phrases, and memorized
responses to some successful attempts to create
sentences.
Jr. Intermediate Student speech at this level ranges
successful attempts to create sentences to
providing paragraph-like descriptions of self, family
members, and activities.
Jr. Advanced Students at this level are able to
share personal information in great detail. They
can tell stories about experiences they have had
and defend or explain their actions.
9. What is Assessment?
Assessment is an ongoing process of
setting clear goals for student learning and
measuring progress toward those goals.
Assessment = the opportunity to enhance,
empower, and celebrate students’ learning
while giving guidance to instructors.
10. Assessment versus Tests
Achievement Test: Checks student language
knowledge of specific content, language
structures.
Language Proficiency Assessment: Checks
what students CAN DO with the language
9
12. Types of Assessment
−Formative Assessment: monitor
students' daily progress
−Summative Assessment: check in on
student progress at key points in the
school year
Formative
assessment
Summative
Assessment
14. Assessment and Instruction
What do you want your
students to be able to do at the
end?
= Assessment
Plan your
lessons
What will you have
to teach them so
they can reach the
end goal?
15. Begin with the End
To begin with the end in mind means to start with a clear
understanding of destination
It means to know where you’re going so that you better
understand where you are now
That way the steps you take are always in the right
direction.
-Stephen R. Covey, The 7 Habits of Highly Effective People, 1989, p.
98
14
16. What are the SOPA and ELLOPA?
SOPA (Student Oral Proficiency Assessment)
ELLOPA (Early Language Listening and Oral
Proficiency Assessment)
--- Summative assessments (end of year, end of
program)
--- Formative (administered annually over a period
of years)
--- Sometimes used for placement (student
heritage learner or coming from another program)
17. 16
SOPA and ELLOPA
Purpose: Assess students' ability to understand and
speak a second language
Level: Grades K-8
Format: Two students assessed together in a
friendly, non-stressful environment
Time: 20 minutes for each pair of students
Scoring: COPE-SOPA Rating Scale (9 Junior
levels based on the ACTFL
Proficiency Guidelines)
18. How do the SOPA and ELLOPA work?
Both are administered by an “interviewer.” A rater
is also present at the interview to take notes and
rate students at the conclusion of the interview.
Two students are presented with a series of tasks
(SOPA) or games (ELLOPA) that range from easy
to more challenging
The interviewer winds down the interview when
students have reached their “ceiling”
19. ICE BREAKER
Take a moment to think about a
memorable interview experience that
you had.
What made it a good/bad experience?
21. View clips from Sample Interviews
As you watch each interview, identify the
tasks that the interviewer uses with the
students.
Observe techniques that she uses:
---What techniques encouraged students to
respond?
---What could you suggest to improve the
interview?
24. 24
How are ELLOPA and SOPA the same?
1. Two students are assessed at the same
time.
2. Students are given progressively difficult
tasks until they reach their ‘ceiling’.
3. The same rating rubric is used for all
assessments.
25. How are they different?
The ELLOPA uses a puppet, visual
organizers, and songs
The ELLOPA is designed for children in
preK to Grade 2
The SOPA is designed for students in
Grades 2-8, but is sometimes used with
younger students.
25
26. 26
How do I decide which to use K-2?
Consider how you teach: For example, if you use
visual organizers, puppets, or songs with students
you should include these elements in your
assessment.
Consider your curriculum: The assessment tasks
and props that you use should reflect the topics
your students have covered in their language
classes, their developmental level, and the second
language proficiency range of your students.
27. Brainstorming tasks for your students
Working with a partner, brainstorm at least 3 tasks
that you could use with your students
A warm up task
Answering personal questions
Description
Story-telling
Other?
27
28. Rating the SOPA and ELLOPA
As the interviewer conducts the SOPA and
ELLOPA, a rater writes down what they
students say and notes how well they
understand.
These notes are then used to assign ratings
to each student at the end of the interview.
29.
30. Three Main Levels of Proficiency
Junior Novice
Junior Intermediate
Junior Advanced
30
32. Junior Novice Level
Oral
Fluency
-Isolated Words
-Memorized phrases
-Attempt s sentences with
some success
-Basic objects, people, and
places, predictable topics
-Long pauses
33. Speech Sample: Junior Novice
Interviewer: I’m going to ask you some questions now. How old are you?
Jana: Six
Interviewer: Do you know when your birthday is?
Jana: No
Interviewer: What do you like to do on your birthday?
Jana: Play
Interviewer: Do you eat any special food on your birthday?
Jana: Sandwiches
Interviewer: Can you think of any presents you got on your birthday one time?
Jana: Ball
Interviewer: Okay.
34. Junior Intermediate Level
Oral Fluency -Simple conversation at
sentence level
-Uses language creatively
-Everyday topics and some
academic topics
-Describes successfully
35. Speech Sample: Junior Intermediate
Interviewer: Can you tell me what you see in this picture?
What is it?
Joseph: Yes. The food chain. The plant produce
photosynthesis. It make its own food in the leaves
and solar energy. How you say “lobo”? Wolf needs
rabbit to eat. Rabbit need plants to eat. The plants
need sun to grow.
36. Junior Advanced Level
Oral
Fluency
-Paragraph-level discourse
-Topics of personal and general
interest, and academic topics
-Narrates successfully
-Organizes and connects
speech smoothly
-Emerging ability to hypothesize
on abstract topics
37. Speech Sample: Junior Advanced
Interviewer: I hear you want to tell me about my new rules.
Melissa: I totally disagree, with all due respect to the principal, with the
very first rule about no calculators in math class.
Interviewer: And why is that?
Melissa: Well, one of the reasons is because if you were in the fifth grade
and you’re doing this problem and you didn’t get it; you try to do
everything that you knew to figure it out and you still can’t get it. Then you
wanted to use the calculator, but that’s against the rules, so you wouldn’t
be able to. That wouldn’t be fair and that wouldn’t be good because then
they wouldn’t know the answer and that leads to bigger problems.
Interviewer: What would happen?
Melissa: The person would be stuck there forever, and maybe not forever,
but the person would be stuck there for a while, and maybe the person
would probably end up just failing.
39. Next Steps
Complete SOPA and ELLOPA training
Online training course – (April-June)
Live 2 day workshops
When you have completed training:
Select pairs
Administer and rate interviews
Record ratings for data entry
Report results for different audiences
40. Formative Assessment -- SSA
Student Self Assessment (SSA)
Developed by CAL for Grades 3-8
Series of statements based on language functions
assessed in the SOPA
Students are asked to indicate to what extent the
statements describe what they can do by selecting
YES, ALMOST, A LITTLE, or NOT YET
Students are then asked:
Can you think of anything else you can do in
CHINESE that is not in this assessment?
What can you do best in CHINESE?
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42. Purpose of The SSA
Used for periodically (beginning of year, end of
year or more often)
Teacher gets feedback from students on their
learning
Students become more aware of proficiency
expectations and what they CAN DO in the
Chinese
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43. Background of TOM-SOPA
Since the 1980s, CAL has been developing
assessments for young learners, including
ELLOPA, SOPA, and COPE
As part of the field-testing of ELLOPA/SOPA,
teachers rated their students’ oral proficiency as
seen in the classroom.
This adaptation of rating rubrics resulted in the
TOM-SOPA.
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44. Purpose of TOM-SOPA
Used for periodic, classroom based assessment of a
student’s oral and listening proficiency in a second
language
Ratings are assigned in four skill areas
−Oral fluency
−Grammar
−Vocabulary
−Listening comprehension
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45. Components of the TOM-SOPA Toolkit
TOM-SOPA Observation Checklist
Sublevels with Rating Instructions
TOM-SOPA
TOM-SOPA Rating Summary Sheet
Sample of a Completed Set of Tools
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49. Thank you!
Please take a moment to complete the workshop
evaluation form!
For more information about the SOPA and
ELLOPA and training options please contact
Lynn Thompson lthompson@cal.org
Na Liu nliu@cal.org
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