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Resources in Language Proficiency Assessment September 14, 2010

Resources in Language Proficiency Assessment September 14, 2010. Margaret E. Malone Co-Director, National Capital Language Resource Center. What are the purposes of this session?. Why am I doing this presentation? Why do we assess? What is language proficiency?

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Resources in Language Proficiency Assessment September 14, 2010

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  1. Resources in Language Proficiency Assessment September 14, 2010 Margaret E. Malone Co-Director, National Capital Language Resource Center

  2. What are the purposes of this session? Why am I doing this presentation? Why do we assess? What is language proficiency? How can we assess proficiency? Case study: Tips for using the FLAS Instructor Foreign Language Evaluation Where can I find resources?

  3. Why am I doing this presentation? 20 years in language proficiency assessment work Test development Teacher professional development Assessment literacy Program evaluation Discuss resources from CAL, LRCs, general

  4. Why do we assess language proficiency? Mandate Progress

  5. 4 Proficiency means • the ability to use the language effectively and appropriately in real-life situations (p. 1-1) • Buck, K., Byrnes, H. and Thompson, I. (1989). The ACTFL oral proficiency interview tester training manual. Yonkers, NY: The American Council on the Teaching of Foreign Languages. • “functional language ability” defined in terms of tasks/functions, contexts, content and accuracy

  6. 5 Why test proficiency (For this audience)? • Evaluation (outcomes assessment) in light of external standards • Communication of accomplishments • Focus on learning not the materials • Bridge to world outside the classroom

  7. 6 Why else would proficiency testing occur? • Provides positive washback (teaching to the test) • Professional development of staff • Empowerment of students • Additional motivations unique to each situation

  8. 7 How is language proficiency usually reported? • Focus on ACTFL Proficiency Guidelines • Based on ILR descriptions of speaking • Criterion-based • First published in 1986 • Developed for use in academic environments • Identify stages of proficiency, not achievement • Most common tests are ACTFL OPI and related tests

  9. Case study: What about the FLAS checklist? FLAS checklist: rate student ability pre- and post- fellowship Pros: standard form for all programs, quick Cons: No training, sometimes not culturally appropriate

  10. Case study #1: Beginning level tasks (1/2) • Beginning level “The student can tell/ask someone how to get from here to a nearby hotel/restaurant or post office” • Issues: • Appearance: In some places, student would almost NEVER be asked directions • Cultural: In some places, asking for directions is tricky • Specific: Some people can’t give or receive directions in any language

  11. Case study #1: Beginning level tasks (2/2) Proposed solutions: • Appearance: You never know! • Cultural: Student knows how to listen to directions from a reliable source and follow • Specific: Student has language to figure out how to get somewhere, even if it takes longer than for the average person

  12. Case study #2: Pre-professional tasks (1/2) • Pre-professional level “The student can interview an employee or arrange for a special service” • Issues: • Experience: Some students have no work experience • Cultural: This may be extremely difficult in many countries for cultural reasons • Cultural: Some special services are not available.

  13. Case study #2: Pre-professional tasks (2/2) • Proposed solutions: • Experience: Does the student have the language to complete the task? • Cultural: Is this something that no non-local would do on his/her own? How much help is needed? • Specific: Student has language to figure out how to get something special, and it may be outside of this checklist

  14. How can we be consistent in applying the checklist? • Discuss • Discuss the checklist with other instructors who are using it • Decide • Find ways to consistently apply criteria • Document • Write down what you do so you remember from semester to semester • Future generations • Refer • Look at your documentation while you complete the checklist

  15. What are some available resources? • Resources about • Assessment • Program evaluation • Standards for assessment • Selecting assessments • Locating assessments

  16. Assessment/Evaluation resources CARLA- virtual assessment center Hawaii: resources for program evaluation NCELA: for ELLs CAL FLAD tutorial: quick tutorial CAL Digests: two-page documents ILTA Code of Practice: describes responsibilities of test developers and users

  17. Thank you! mmalone@cal.org

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