Indonesian Oral Proficiency Guidelines. Ellen Rafferty, Juliana Wijaya, Erlin Barnard COTSEAL/SEASSI 20 th Annual Conference July 16 – 17, 2010 University of Wisconsin – Madison. Southeast Asian Languages Oral Exams:. Assessing What? Achievement (exit) or Proficiency? Assessing Who?
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Indonesian Oral Proficiency Guidelines
Ellen Rafferty, Juliana Wijaya, Erlin Barnard
COTSEAL/SEASSI 20th Annual Conference
July 16 – 17, 2010
University of Wisconsin – Madison
Achievement (exit) or Proficiency?
university-based (designed and produced locally)
program-based (in the US: SEASSI, FLAS)
in SEA: Advanced SEA Language Study Abroad (COTIM,
VASI, AFAP, ASK, AST)
Measuring proficiency by ACTFL or ILR scales
vs Speakers’ non linear progressions
(e.g. heritage language speakers)
0 (No Proficiency)
0+ (Memorized Proficiency)
1 (Elementary Proficiency)
1+ (Elementary Proficiency, Plus)
2 (Limited Working Proficiency)
2+ (Limited Working Proficiency, Plus)
3 (General Professional Proficiency)
3+ (General Professional Proficiency, Plus)
4 (Advanced Professional Proficiency)
4+ (Advanced Professional Proficiency, Plus)
5 (Functionally Native Proficiency)
Low, Mid, High
Low, Mid, High
Low, Mid, High
Students’ responses to the interviewers’ questions are measured by:
Rubrics are similar to ACTFL
Exit, proficiency, placement, certification
1)a student presentation based on an illustration (The presentation can be a concrete description of the contents of the illustration or an interpretation of what is going on with evaluative comments creating a story), followed up by questions about the illustration to determine the student’s ability to express him/herself.
2) a conversation lead by the interviewer (to push to a higher level: the interviewer will request the student to describe and narrate in paragraph level format discussing high frequency concrete topics such as school, work, education, current events, social issues, comparisons).
1) a student presentation based on a reading. (The presentation should begin with a description/summary of the contents of the article and end with supported opinion about the topic), followed up by questions about the content of the article checking comprehension and pushing the student to achieve the highest level of proficiency obtainable.
2) a conversation lead by the interviewer about a variety of topics (e.g. freedom of expression, human trafficking, etc.) to elicit a language sample that evidences a wide range of vocabulary and different registers. The objective is to push the student to his/her highest skill level.
personal experience, future plans, simple comparisons