BIG QUESTIONS FOR THIS SESSION ON ASSESSMENT

Size: px

Start display at page:

Download "BIG QUESTIONS FOR THIS SESSION ON ASSESSMENT"

Shavonne McGee
6 years ago
Views:

2 BIG QUESTIONS FOR THIS SESSION ON ASSESSMENT WHO ARE YOU? and WHO ARE WE? WHY ARE WE HERE? WHAT DO WE HOPE TO ACCOMPLISH?

3 ASSESSMENT What are the various kinds of assessments that one might want to use? PERFORMANCE PROFICIENCY DIAGNOSTIC PLACEMENT Have you used any of these tests before? In what context? What are the purposes of the assessments? How could they be better?

4 COLLECTING SAMPLES OF STUDENT SPEECH VOCI (Video Oral Communication Instrument) Spanish Voci (translated into English) English Voci

5 CAST: WHAT IS IT? AN ORAL PROFICENCY INTERVIEW It is different from OPI, but follows OPI guidelines Gives structure feedback It has two interfaces: offical ratings and teacherreviewer ratings Data can be used for research A test takes between 15 and 30 minutes LARC offers online training on how to use CAST

6 PUBLICATIONS ON THE CAST Shanklin, M. T Completing the feedback loop: Creating spoken learner corpora, in Thomas, J. and A. Boulton (Eds.). Input, process and product: Developments in teaching and language corpora. Masaryk University Press. pp Aquino-Sterling --Diagnostic assessment for bilingual certification: metalinguistic awareness, pedagogical language, translanguage (2015 and 2016 peer reviewed journals) Jean Luc Desalvo tests per each on line student: Shanklin, T. (2018). Diagnostic speaking proficiency assessment in online learning. In Link, S. and J. Li (Eds.) Assessment Across Online Language Education. CALICO, Equinox (under review). Cassia deabreu -- Track evolution of proficiency skills in Portuguese 401: heritage vs outstanding l2 learner vs developing l2 learner (2015 Luso-American Conference) Emily Jullié: Introduction to CAST exam and ACTFL rating criteria (ACTFL 2015 Conference) Furniss, Edie A "Teaching the Pragmatics of Russian Conversation Using a Corpus-referred Website." Language Learning and Technology 20 (2):

7 WHAT DO YOU NEED TO CREATE A DIAGNOSTIC ASSESSMENT? Clearly stated goals Mechanism to easily collect student samples Ways of ensuring adequate to excellent audio quality Prompts that elicit spoken data easy to assess with proficiency critera Mechanism to easily evaluate and share with students Online storage and access

8 THE CAST IS CURRENTLY AVAILABLE IN THOSE LANGUAGES Advanced level Arabic (MS) Arabic (Iraqi) Arabic (Egyptian) Chinese (Simplified) Chinese (Traditional) ESL Filipino French German Hindi Italian Japanese Persian Russian Spanish Intermediate level Arabic (MS) Chinese (Simplified) Dari ESL Filipino French German Italian Japanese Korean Pashto Portuguese Persian Russian Spanish

9 ACCESS CAST AT CAST.SDSU.EDU

10 TWO DIFFERENT INTERFACES

11 CAST: HOW DOES IT WORK?

12 RATER S REVIEW OF THE SITUATION

14 Intermediate Function Areas

15 Rating - Intermediate

16 Rating - Advanced

17 FINALIZE RATINGS

18 THE FEEDBACK LOOP The creation of an administration account means also an access to the research potential and the database of test takers responses available through CAST. Initially, before the test taker is given access to the test in itself, he or she completes a survey that is helpful to researchers in understanding how learners from different language backgrounds acquire second language speaking skills. For example, the survey asks questions about: - Personal Information (age, gender, occupation, language studied and for how long) - Cultural information (country of birth, years spent residing there, primary language spoken there, current state or country, English spoken in home or not, native language) with questions referring to primary grades, secondary education and study abroad. - Finally, a question about interests of the test taker (travel, health, food, arts, business, )

19 CREATE AN ACCOUNT Send to: Pick language Get log in info from CAST You will have an account as: Reviewer Teacher-Reviewer

20 USE ACCOUNT To review ratings, put in an asterisk (*) for the registration code Find a registration code for a test/language that interests you and then input that to reduce the selection. Review Audio recordings and written test questions Use the teacher-reviewer account to administer and evaluate tests.

22 Diagnostic Oral Proficiency Testing Explanation of terms: Placement test Performance assessment (creating a life- world )/ Japanese 221 and 321 Proficiency assessment Diagnostic testing Publications and Implementation Aquino- Sterling - - Diagnostic assessment for bilingual certification: metalinguistic awareness, pedagogical language, translanguage (2015 and 2016 peer reviewed journals) Jean Luc Desalvo tests per each on line student: Shanklin, T. (2018). Diagnostic speaking proficiency assessment in online learning. In Link, S. and J. Li (Eds.) Assessment Across Online Language Education. CALICO, Equinox (under review). Cassia deabreu - - Track evolution of proficiency skills in Portuguese 401: heritage vs outstanding l2 learner vs developing l2 learner (2015 Luso- American Conference) Emily Jullié: Introduction to CAST exam and ACTFL rating criteria (ACTFL 2015 Conference) Furniss, Edie A "Teaching the Pragmatics of Russian Conversation Using a Corpus- referred Website." Language Learning and Technology 20 (2): Collecting student samples: Placement tests Spanish Voci (translated into English) English Voci What you need for diagnostic proficiency testing: Clearly stated goals Mechanism to easily collect student samples Ways of ensuring adequate to excellent audio quality Prompts that elicit spoken data easy to assess with proficiency criteria Mechanism to easily evaluate and share with students Online storage and access How CAST is administered: Rating by raters who have been through OPI training and CAST assessment training (cf. CAST booklet for DLE program). Teachers using a special teacher reviewer account can administer, evaluate and share feedback with students. Administering CAST for K- 12 using criteria above

ROSETTA STONE PRODUCT OVERVIEW

ROSETTA STONE PRODUCT OVERVIEW Method Rosetta Stone teaches languages using a fully-interactive immersion process that requires the student to indicate comprehension of the new language and provides immediate