Trends and Best Practices in Chinese Language Assessment K-16 (K-16中文测试信息及趋势 )Lynn Thompson

Na Liu

Who we areWho we are

Lynn Thompson, Research Associate, World Language Assessment Specialist

Na Liu, Research Associate, Heritage Language research and Chinese language Assessment Specialist

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What is the Center for Applied LinguisticsWhat is the Center for Applied Linguistics

CAL’s mission is to improve communication through better understanding of language and culture

We provide a comprehensive range of research-based information, tools, and resources related to language and culture

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Welcome!Welcome!

Today we will:

1.Provide background on the Center for Applied Linguistics 介绍应用语言学研究中心和测试2.Define types and purposes of assessments 定义

测试的类型及目的

3.Describe innovative assessment resources for K-16 students 介绍适合 K-16 学生的考试4.Respond to your questions! 回答问题！

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Next:Next:

1. Provide background on the Center for Applied Linguistics

2. Define types and purposes of assessments

3. Describe innovative assessment resources for K-16 students• Discuss how CAL’s efforts align with best practices in

language assessment

4. Respond to your questions!

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What is Assessment?What is Assessment?

As instructors, we need to be able to track our students‘ language growth.

Assessment is how we do this

Assessment = to sit beside

Assessment = the opportunity to enhance, empower, and celebrate students’ learning while giving guidance to instructors

Need for AssessmentNeed for Assessment

Effective assessment• Allows students and teachers to measure language

proficiency• Promotes accountability among programs• Documents success and can make an argument for

increased funding for programs.(Carstens-Wickham, 2008; Jensen, 2007; Reese, 2010)

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Assessment and InstructionAssessment and Instruction

Types of AssessmentTypes of Assessment

Assessment = a collaboration between the student and the instructor:−monitor students' daily progress using

formative assessment,−check in on student progress at key

points in the school year using summative assessment.

Formative assessment

Summative Assessment

Formative AssessmentFormative Assessment

Formative assessment −Used throughout the course of instruction −Provides feedback to the teacher,

learner, or both about the learner's progress toward desired educational outcomes. 

The results of formative assessments are often used in planning subsequent instruction.

Summative AssessmentSummative Assessment

Summative assessment−Generally conducted at the end of a unit

or at the end of a sequence of units−Provides feedback to the teacher,

learner, or both about the learner's progress towards meeting course goals or proficiency. 

Thinking of your assessment first helps you plan your unit(s), content, and activities that will build up to the assessment.

Summative AssessmentSummative Assessment

What would a summative assessment for a unit on weather look like?

What would you expect students to be able to do?

What communicative mode(s)?

How would you rate it?

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External Summative AssessmentExternal Summative Assessment

Why?

Objective

Comparative data

Feedback to teacher/program

Stakeholders

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Examples of Formative and Summative AssessmentsExamples of Formative and Summative Assessments

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Audience Survey 1Audience Survey 1

With which grade levels do you work?

What kinds of language assessments do you use?

What kinds of language assessments do you wish you had?

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Next:Next:

1. Provide background on the Center for Applied Linguistics and assessment

2. Define types and purposes of assessments

3. Describe innovative assessment resources for K-16 students

4. Respond to your questions!

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CAL assessment resources for all levelsCAL assessment resources for all levels

Foreign Language Assessment Directory (FLAD)

Understanding Assessment: A Guide for Foreign Language Educators

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Foreign Language Assessment DirectoryForeign Language Assessment Directory

Free, searchable directory of information on nearly 200 tests in over 90 languages• www.cal.org/flad

Includes information of tests’• Appropriate grade and proficiency levels• Languages • Skills targeted by a test• Information about the test’s development;• The publisher’s or developer’s contact

information for further inquiries

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Standardized Chinese Tests from FLADStandardized Chinese Tests from FLAD

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Understanding Assessment: A Guide for Foreign Language EducatorsUnderstanding Assessment: A Guide for Foreign Language Educators

Free, online tutorial for language teachers and administrators working with all levels

Introduces key concepts in language testing

Provides overall guidance in • Test selection• Using test results

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Understanding Assessment: A Guide for Foreign Language EducatorsUnderstanding Assessment: A Guide for Foreign Language Educators

Development process:

Workshops with instructors and administrators (2006-2008)• Focus groups with instructors and

administrators (2007-2008)• Review by language testing experts (2009)

Currently being updated

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CAL K-8 Assessments CAL K-8 Assessments

ELLOPA

SOPA

COPE

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04/08/23

What are the ELLOPA, SOPA, and COPE? What are the ELLOPA, SOPA, and COPE?

Purpose: Assess students' ability to understand and speak a second language

Level: Grades PreK-8

Format: Two students assessed together in a friendly, non-stressful environment

Time: 15-25 minutes for each pair of students

Scoring: COPE-SOPA Rating Scale (9 Junior levels based on the ACTFL Proficiency Guidelines)

04/08/23

ELLOPA, SOPA, and COPE ELLOPA, SOPA, and COPE

Goal: To find out what students CAN DO with the language they are learning

Context: Simulate real-life communication rather than mastery of specific forms or content (achievement).

ELLOPA SOPA COPE

Grades PreK-2 Grades 2-8 Grades 5+

Comparison Chart ELLOPA and SOPA Tasks and COPE Cue Cards Comparison Chart ELLOPA and SOPA Tasks and COPE Cue Cards

ELLOPA SOPA COPE

Task 1: Fruits Task 1: Fruits ---

Task 2: Talking to PandaTask 2: Answering Informal Questions

Card 1: Introductions

Task 3: Description Task 3: Description Card 2: School Day

--- --- Card 3: Class Project

Task 4: “Three Little Pigs” Task 4: “Goldilocks” Card 4: Future Trip

--- ---Card 5: Book or Movie Plot

--- --- Card 6: An Accident

Task 5: School RulesTask 5: School Rules

Card 7: School Rules

--- --- Card 8: An Apology

Wind down: TPR Wind down: TPR Wind down

COPE/SOPA Rating RubricCOPE/SOPA Rating Rubric

Nine “Junior” proficiency levels

Criteria• Oral Fluency• Grammar/Language Control• Vocabulary• Listening Comprehension

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Training Options for K-8 CAL AssessmentsTraining Options for K-8 CAL Assessments

For ELLOPA and SOPA:

1. Live workshops

2. Online training courses

For COPE:

1. Live workshops

www.cal.org/ela

Additional AssessmentsAdditional Assessments

Assessment of Interpersonal Listening/Speaking, Interpretive Reading, Interpretive Listening, and Presentational Writing

http://www.aappl.org/

Additional Assessments Additional Assessments

NOELLA

Online assessment of listening, reading, writing, and speaking

Multiple-choice format for listening and reading

Prompt for writing and speaking

For more information: http://casls.uoregon.edu/pages/tools/noella.php

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Additional Assessments Additional Assessments

YCT (Youth Chinese Test)

Consists of a writing and a speaking test

For more information:

http://english.hanban.org/node_8001.htm

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Resources available for 9-16 students and teachersResources available for 9-16 students and teachers

Computerized Oral Proficiency Instruments

Self-access rater training materials for teachers and raters

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Computerized Oral Proficiency Instrument (COPI)Computerized Oral Proficiency Instrument (COPI)

A computer-based, semi-adaptive test

Currently being developed for Chinese

Tests oral proficiency according to ACTFL Proficiency Guidelines – Speaking (Revised, 1999)

Intended for use with native English-speaking students in later years of high school, college or adults

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Computerized Oral Proficiency Instrument (COPI)Computerized Oral Proficiency Instrument (COPI)

Begins with student self-assessment

Computer algorithm and student choice allows for moderate adaptation of test level

Student responds to 7-11 tasks

Tasks are automatically stored for later rating

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Resources for rating oral proficiency Resources for rating oral proficiency

Online courses

Face-to-face workshops

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Online course on Assessment LiteracyOnline course on Assessment Literacy

Assessment for Language Instructors: The Basics online course

Offered Annually•Purposes for assessment•Validity•Reliability•Practicality•Impact

Audience• Language instructors and administrators• Limited prior language assessment experience

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Face-to-face workshopsFace-to-face workshops

Popular topics• Understanding assessment• Developing formative assessment• Aligning assessment and instruction• Performance assessment in the classroom• Using CAL assessments

Delivery• On demand when commissioned by institutions• Regularly scheduled through grant-based

projects

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Additional AssessmentsAdditional Assessments

STAMP

Computer-adaptive test that measures student proficiency with language according to Benchmark Levels 1 through 5 which are related to ACTFL Performance Guidelines at the novice to intermediate levels (appropriate for Grade 7 and above)

http://www.stamptest.net/stamp0708/stamptest/

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HSKHSK

HSK (Basic): Listening, Grammar, and Reading

HSK (Elementary-Intermediate): Listening, Grammar, Reading, and Comprehensive

HSK (Advanced): Listening, Reading, and Comprehensive, with writing and speaking

For more information: http://www.hsk.org.cn/index.aspx

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ResourcesResources

Handout has online assessment resources and descriptions of our courses and workshops

http://www.ecb.org/worldlanguageassessment/

Contact Lynn Thompson lthompson@cal.org

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Thank You!Thank You!

Questions?

Comments?

Na Liu nliu@cal.org

Lynn Thompson lthompson@cal.org

Margaret E. Malone mmalone@cal.org

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