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Assessment for Chinese FLES Program

Assessment for Chinese FLES Program. Susan Y. Rui Naomi J. Zhang Roosevelt School District, L.I. National Standards of LOTE. Communication Communities Cultures Comparisons Connections. Assess Student Progress. Assess language skills separately Project-based assessment

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Assessment for Chinese FLES Program

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  1. Assessment for Chinese FLES Program Susan Y. Rui Naomi J. Zhang Roosevelt School District, L.I.

  2. National Standards of LOTE • Communication • Communities • Cultures • Comparisons • Connections

  3. Assess Student Progress • Assess language skills separately • Project-based assessment • Address specific curriculum goals

  4. What is SOPA and ELLOPA? SOPA: Student Oral Proficiency Assessment ELLOPA: Early Language Listening and Oral Proficiency Assessment SOPA and ELLOPA are interviews which are innovative language proficiency assessment instruments designed to allow students to demonstrate their highest level of performance in oral fluency, grammar, vocabulary, and listening comprehension.

  5. Target Population of SOPA/ELLOPA • Immersion Program • Non-Immersion FLES, FLEX Program • SOPA: Grade 2-8 • ELLOPA: K-2

  6. The Purpose andBackground of SOPA& ELLOPA • The purpose of these instruments is to determine the highest proficiency levels in speaking and listening comprehension that students can sustain at a particular point of time. • SOPA:1991, Spanish partial-immersion program grade 1-4 • ELLOPA:2001, FLES program, grade K-2

  7. The Format ofSOPA & ELLOPA • Interview format • Two administrators assess pairs of students • Friendly, non-threatening environment • Focus on what they can do rather than what they can not do • Students receive in two or four skill areas: Oral fluency, grammar, vocabulary, and listening comprehension.

  8. Immersion ELLOPA • Warm-Up • Game 1: the Magic Bag • Game 2: Talking with Mr. Cow • Game 3: How Plants Grow • Game 4: Story Retelling • Game 5: Accidental Mix-Up (Optional) • Wind-Down: Simon Says or easy questions

  9. Non- Immersion (FLES) ELLOPA • Warm up • Game 1: The Magic Bag • Game 2: Come to my house • Game 3: Let’s Sing! (Optional) • Game 4: Talking with Mrs. Cow • Game 5: Accidental Mix-up (Optional) • Wind-Down: Simon says

  10. Immersion SOPA • Warm-Up • Task 1: Fruits and Other Foods • Task 2: All About You • Task 3: The Life of a Plant • Task 4: Story Retelling • Task 5: School Rules • Wind-Down: TPR or Easy Questions

  11. Non-Immersion (FLES) SOPA • Warm-Up • Task 1: Fruits & other foods • Task 2: All about you • Task 3: The classroom • Wind-Down; Simon Says

  12. SOPA/ELLOPA Rubrics • The rubrics for the assessments are based on the documents developed by the ACTFL, which has been modified for the developmental level of young learners. • Each contains five skills areas： • Oral fluency • Language control (grammar） • Vocabulary (speaking) • Listening comprehension • Communication strategies.

  13. Effective SOPA interviewing • Quiet and closed room • Well-prepared test instrument • Friendly, non-threatening atmosphere

  14. Chinese SOPA Interview Sample • Warm up: Greeting • Task 1: Classroom TPR • Task 2: About myself • Task 3: Item identification • Task 4: Reading • Wind-down: praise and encouragement

  15. Use Assessment to Guide Instruction • What knowledge and skills students retained • What different learning styles student may have and how to address their needs • Clarify teaching goals, modify teaching techniques • Strengthen team work

  16. Is ELLOPA/SOPA a proper instrument for your program? • If you are interested, you may contact: www.cal.org Thank you!

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