using assessment tools to improve the teaching of southeast asian languages

USING ASSESSMENT USING ASSESSMENT TOOLS TO IMPROVE THE TOOLS TO IMPROVE THE

TEACHING OF TEACHING OF SOUTHEAST ASIAN SOUTHEAST ASIAN

LANGUAGESLANGUAGES

WHY WE HATE ASSESSMENTWHY WE HATE ASSESSMENT

WHAT WE WANTWHAT WE WANT

A MODEST PROPOSAL1.ASSESSMENT LITERACY: HOW TO FISH

2. STAMP: HERE’S A POLE

3. HOW STAMP IS BUILT: SHALL WE GO FISHING TOGETHER?

WHY? WHO? WHAT? FOR WHOM?

OPI

FINAL EXAM

ROLE PLAY

STAMP Improve language instruction

Students of 13 languages over age 13 highly literate in English

Tasks and texts consistent with ACTFL/ILR Guidelines

Teachers, students, parents, administrators, policy makers

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

BREAKBREAK

STAMP 101• • Created to enable statewide policyCreated to enable statewide policy

• • Online: Anywhere, anytime, anybodyOnline: Anywhere, anytime, anybody

• • Computer adaptive reading/listeningComputer adaptive reading/listening

• • Computer assisted speaking/writingComputer assisted speaking/writing

Level 3

Level 4

Sample Sample Writing/Speaking Writing/Speaking ItemItem

A

B+A-B-

C

A-

B+

SAMPLE Class Reports Page

Proficiency Levels by Years (Spanish - High School - 7500 students)

1 year of study 2 years of study

3 years of study 4 years of study

BREAKBREAK

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)

CARL FALSGRAFCARL FALSGRAF541-346-5715541-346-5715falsgraf@uoregon.edu