NJSTAMP Results-2007

1. NJSTAMP Results-2007

2. What will we do Today? Part 1 •Springboard - Best Practice •Changes from 2006-2007 •Data Review - Summary - Lang. Specific - General •Feedback from the surveys…What you had to say •Changes for this coming year / Comments •Lunch Break!

3. What will we do Today? Part 2 •How to ACE the STAMP Test! •Teach the Standards •Reading - Skill and Process •Speaking - Skill and Process •Wrap Up - Best Practice

4. What is This?

5. What is This?

6. What is This?

7. What is This?

8. What is This?

9. What is our GOAL? Speak Read Listen Culture Write

10. Speak Read Listen Culture Write What is our GOAL?

11. How Do We Do This? -Acquisition- •TIME - TIME - TIME - MORE TIME •Comprehensible Input - Iceberg Image •Participate in Wide Range of Communication Opportunities •Chance to Understand Values and Presuppositions - Culture •Participate in Language Exchange/Negotiation - MTS

12. How Do We Do This? -Conditions- •Accountability - Motivation - Assessment •Conscious Focus on Rules of Interaction and Conversation •Constant Support and Encouragement •Clear Road Map or Learning Plan - Expectations/Standards •Some Focus on Structure, Rules and Grammar •Importance of Self Evaluation and Progress Checking •Hard Work!

13. How Do We Do This? -Conditions- •Accountability - Motivation - Assessment •Conscious Focus on Rules of Interaction and Conversation •Constant Support and Encouragement •Clear Road Map or Learning Plan - Expectations/Standards •Some Focus on Structure, Rules and Grammar •Importance of Self Evaluation and Progress Checking •Hard Work! What is important is to keep learning, to enjoy challenge, and to tolerate ambiguity. In the end there are no certain answers. Martina Horner

14. Improvements From Last Year •Increased accuracy through improved statistical models (Reading) • Decoupled Speaking Phase (Open Speaking Prompts) •Improved Scoring Rubric (TT, Comprehen., Language Control) •Improved Report Format •Improved Technology Infrastructure •Language Specific Practice Tests • Italian and Chinese in Progress

15. Report Review

16. Report Review

17. Report Review

18. Summary Data Overall Summary - After 1 Year of Study

19. Summary Data Overall Summary - After 2 Years of Study

20. Summary Data Overall Summary - After 3 Years of Study

21. French Data

22. German Data

23. Italian Data

24. Japanese Data

25. Spanish Data

26. General Findings

27. Summary Data All Languages

28. Summary Data All Languages

29. Summary Data Comparison NJ - NA Reading

31. District Variations

32. Survey Feedback

33. Survey Feedback Supervisors • 1. Overall satisfaction with the Year 2 testing process in comparison with Year 1 • Ratings: 5= 5; 4= 9; 3= 4; 2= 0; 1= 0; NA= 8 (Total= 26) • 2. Degree of satisfaction with Language Learning Solutions with regard to any requests for assistance • Ratings: 5= 18; 4= 5; 3= 2; 2= 0; 1= 0; NA= 1(Total= 26) • 3. Level of teacher satisfaction with the STAMP test • Ratings: 5= 5; 4= 7; 3= 9; 2= 4; 1= 0; NA= 1 (Total= 26) • 4. Overall student response to the online testing experience • Ratings: 5= 2; 4= 14; 3= 6; 2= 3; 1=0; NA= 1(Total= 26)

34. Survey Feedback Teachers • 1. Overall satisfaction with the Year 2 testing process in comparison with Year 1 • Ratings:5= 13; 4= 22; 3= 12; 2= 5; 1= 0; NA= 39 -first year respondents (Total=91) • 2.Ease of administration of Year 2 STAMP pilot testing • Ratings: 5= 29; 4= 34; 3= 20; 2= 5; 1= 0; NA=3 (Total= 91) • 3. Degree of satisfaction with Language Learning Solutions with regard to any requests for assistance • Ratings: 5= 28; 4= 25; 3= 12; 2= 4; 1= 1; NA= 21 (Total= 91) • 4. Level of satisfaction with the STAMP test • Ratings:5= 14; 4= 31; 3= 36; 2= 8; 1= 2 (Total= 91) • 5. Overall student response to the online testing experience • Ratings: 5= 14; 4= 20; 3= 42; 2= 11; 1= 4 (Total= 91)

35. Concerns: Prompts and Scoring • Inconsistent results with some of my native speakers. • At times, the speaking section still asks for lists- Novice-Mid task • The 2+ rating became an issue in placement of students into Spanish II. • Prompts are still related to results of reading section. • I felt that since we teach with an emphasis on communication, there should have been more prompts for the speaking component. My students were so prepared and ready for the speaking and then they only received at most 2 prompts.

36. Concerns: Test Format/Construct •Selections should be more age appropriate (e.g., for middle school students). • Reading selections seemed more difficult. • Students still had very long reading sections and consequently scored lower than their ability would suggest. •It is very flawed on a conceptual level. It measures everything but language acquisition. It lacks any real grammar and works on the idea that language can be learned without this key step. •A few students got a little frustrated being on the reading section so long. •Some responses for reading passages are difficult for native speakers to understand given their vocabulary in English. •I was disappointed in the reading scores of some of my best students because of the vocabulary problems. Their speaking scores were higher.

37. Positive Feedback • •My students were really eager to take the test and do their best. They really enjoyed the speaking part. When I gave them the results, some students were impressed because they did not realize that somehow they were able to express themselves in another language. • •The results of this test will help us improve our program and also identify the needs of native speakers. • •I felt the STAMP Test validates the world language program. Students seemed to take Spanish more seriously after taking the test and loved the fact that it was on the computer. • •The assessment showed me in numbers about my teaching style- mostly speaking, and not as much reading. Since the test, I have adjusted my lessons to offer more reading activities and I will continue to use the test to test myself. • •The scoring and reporting of results is excellent! It is truly a pleasure to get such prompt information.

38. Planned Improvements •Italian Reading Test! • Better, Less Constraining Speaking Prompts •Italian and Chinese Practice Tests •Improved Practice Test Features •Increased Rater Accuracy and Reliability

39. Part II How to ACE the STAMP Test

40. Teach The Standards •What Are My Program Goals? •How do My Students Know What is Expected? •How Do I Track and Report Progress? •How Does Articulation Work in My District? •What Role Do I Play as a Leader in the FL Community?

41. FSI/ILR 5 ACTFL Proficiency? Distinguished 4+ 4 Superior 3+ 3 STATE 2+ Pre-Advanced Advanced Plus Advanced 2 Classroom Intermediate-High Intermediate-Mid Intermediate-low District 1+ Inter -Low 1 Novice-High 0+ Novice-High Novice-Mid Novice-Low Novice-Mid 0

42. NJ Content Standards

43. NJ Content Standards

44. DANGER!! What are the Indicators?

45. Topics

46. Reading • Teach Reading as a SKILL Practice - Practice - Practice • Teach Reading as a PROCESS Strategies: Context Clues, Skimming, Scanning, Questioning • Assessment Points - Text Analysis

47. ReadingSpanish

48. Reading French

49. Reading Italian

50. Reading German