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USING ASSESSMENT TOOLS TO IMPROVE THE TEACHING OF SOUTHEAST ASIAN LANGUAGES

USING ASSESSMENT TOOLS TO IMPROVE THE TEACHING OF SOUTHEAST ASIAN LANGUAGES. WHY WE HATE ASSESSMENT. WHAT WE WANT. A MODEST PROPOSAL. ASSESSMENT LITERACY: HOW TO FISH. 2. STAMP: HERE’S A POLE. 3. HOW STAMP IS BUILT: SHALL WE GO FISHING TOGETHER?. Balanced Assessment.

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USING ASSESSMENT TOOLS TO IMPROVE THE TEACHING OF SOUTHEAST ASIAN LANGUAGES

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  1. USING ASSESSMENT TOOLS TO IMPROVE THE TEACHING OF SOUTHEAST ASIAN LANGUAGES

  2. WHY WE HATE ASSESSMENT

  3. WHAT WE WANT

  4. A MODEST PROPOSAL • ASSESSMENT LITERACY: HOW TO FISH 2. STAMP: HERE’S A POLE 3. HOW STAMP IS BUILT: SHALL WE GO FISHING TOGETHER?

  5. Balanced Assessment • Evaluation = Assessment = Testing • Multiple measures, judges, purposes • A portrait, not just a number • Tied to local and personal needs • Common goals, diverse evidence

  6. BREAK

  7. • Created to enable statewide policy • Online: Anywhere, anytime, anybody • Computer adaptive reading/listening • Computer assisted speaking/writing STAMP 101

  8. Level 3 Level 4

  9. Sample Writing/Speaking Item

  10. SAMPLE Class Reports Page AB+A-B-CA-B+

  11. Proficiency Levels by Years (Spanish - High School - 7500 students) 2 years of study 1 year of study 3 years of study 4 years of study

  12. BREAK

  13. HOW TO MAKE A STAMP • Identify intended use (Why, who, what , for whom) • Identify key partners (CASLS, COTSEAL, NRCs, etc.) • Identify funding source (IRS, overseas gov’t, NRCs) • Write plan/proposal (CASLS, COTSEAL, NRCs) • Develop STAMP (Text finders, item writers, programmers, designers) • Pilot STAMP (CASLS, language programs) • Deliver STAMP (CASLS or Avant Assessment)

  14. CARL FALSGRAF 541-346-5715 falsgraf@uoregon.edu

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