From Placement Testing to Exit Testing and Assessments in Between

1. From Placement Testing to Exit Testing and Assessments in Between Stanford Language Center Elizabeth Bernhardt, Joan Molitoris, Alice Miano, Sara Gelmetti, Kenric Tsethlikai, Ken Romeo Stanford University Language Center

2. Objectives • Outline assessment program • Provide organizational details • Highlight speaking & writing • Relevant across all languages • Refer to both first & second-year Stanford University Language Center

3. The ‘Why’ • Improve student performance • Enhance credibility (w/ public) • Programmatic consistency Stanford University Language Center

4. Results • More highly trained staff • Professional conversation • 20% first-year/24% second-year increase • Highly positive student reaction • Increased interest in proficiency notation Stanford University Language Center

5. Organization • Placement testing (Bernhardt) • Oral assessments • SOPIs (Molitoris) • Presentational speech (Miano) • ODAs (Gelmetti) • Writing assessments • WDAs (Gelmetti) • Presentational Writing (Tsethlikai) Stanford University Language Center

6. Placement Testing • Approaching Stanford • Online during the summer • Preliminary placement based on score • Oral assessment on campus Stanford University Language Center • Placement Testing – Elizabeth Bernhardt

7. SOPI definition SHORT FORM 20 minutes Warm-up Picture-based tasks Topics Wind-down Task levels: Intermediate, Advanced LONG FORM 45 minutes Warm-up Picture-based tasks Topics Situations Wind-down Task levels: Intermediate, Advanced, Superior Stanford University Language Center • SOPIs – Joan Molitoris

8. Stanford Uses of SOPIs • Placement Testing • 3rd Quarter Exit Testing • Overseas Studies Testing • Occasional/External Testing • Proficiency Notation Guidance Stanford University Language Center • SOPIs – Joan Molitoris

9. SOPI Development • Objective: develop multiple prompts leading to unique tests • SOPI “Task Force”: task and prompt creation • Logistics: artwork, test booklet, recording of instructions and prompts • Load into course management system Stanford University Language Center • SOPIs – Joan Molitoris

10. SOPI Delivery • Digital Language Lab scheduling • Upload/download • Variable class purpose • Results assessed over the summer by internal OPI testers • Results published in Annual Report Stanford University Language Center • SOPIs – Joan Molitoris

11. Future Directions • Develop SOPIs for languages with increasing enrollments • Compile unique tests for specific purposes • Create “item bank” to allow for randomized delivery of questions within test format Stanford University Language Center • SOPIs – Joan Molitoris

12. Oral Presentational Language • Stanford Objectives for Spanish and Portuguese (1997) based on National Standards • Tri-modal nature of communication • Emphasis on interpersonal communication in first-year courses • Emphasis on presentational communication in second-year courses Stanford University Language Center • Presentational Speech – Alice Miano

13. Emphases in Communicative Modes through the two-year program Modes of Communication Presentational Mode Interpersonal Use of notes Interpretive Length Sophistication / Extemporaneousness Presentational First Year | Second Year Second Year Stanford University Language Center • Presentational Speech – Alice Miano

14. How to evaluate oral presentational language? • Organization/Structure • Critical Thinking: Content Analysis and Use of Evidence • Fluency: Length, Level of Rehearsal or Reading vs. Spontaneity/Extemporaneousness • Vocabulary: Use of Academic, Presentational Language • Accuracy Stanford University Language Center • Presentational Speech – Alice Miano

15. Without Assessment Tool • Assessments varied widely amongst instructors • Student performances tended to fall below expectations Stanford University Language Center • Presentational Speech – Alice Miano

16. Initial Findings Using Assessment Tool • Students and instructors more cognizant of expectations • Student performances improved and objectives more frequently met • Greatly increased inter-rater reliability • Instructors excited and motivated to continue the project, collaborate further Stanford University Language Center • Presentational Speech – Alice Miano

17. OnDAsOnline Diagnostic Assignments • Computer-assisted diagnostic assignments • Based upon the ACTFL proficiency guidelines • 2 types: Oral (ODA) and Written (WDA) • Oral (ODAs): 4 times / quarter, 1st and 2nd year • Written (WDAs): pilot project • Communication mode: Interpersonal • Limited-time assignments Stanford University Language Center • OnDAs – Sara Gelmetti

18. Structure of the OnDAs • Prompts are tailored according to the proficiency level that is being assessed • First part: warm-up and level check • Second part: probes more challenging functions  spirals up the assignment • Last part: “wind-down” question  returns the student to a comfort level Stanford University Language Center • OnDAs – Sara Gelmetti

19. Example 1: LA STANZA DELLO STUDENTEODA ITALIAN 1 - 1st YEAR, 1st quarter • Prompt: audio • Visual input: static • TARGET: Novice Mid > High • FUNCTIONS: communicate minimally with lists and formulaic utterances • CONTEXT / CONTENT: common informal setting / autobiographical information, personal experience • TEXT TYPE: individual words and phrases, some discrete sentences in the present Stanford University Language Center • OnDAs – Sara Gelmetti

20. Example 2: FLORENCE HOSTING FAMILYWDA ITALIAN 2 - 1st year, 2nd quarter • Prompt: written • TARGET: Novice High > Intermediate Low • TASKS: simple description on a familiar topic, requests for information, formulate basic questions • FUNCTIONS: communicate simple facts and ideas; begin to create with the language • CONTEXT / CONTENT: common informal setting / autobiographical information, personal experience • TEXT TYPE: discrete sentences in the present Stanford University Language Center • OnDAs – Sara Gelmetti

21. Example 3: DAL DOTTOREODA ITALIAN 3 - 1st year, 3rd quarter • Prompt: audio • Visual input: static • TARGET: Intermediate Low > Mid • FUNCTIONS: create with the language, initiate & maintain a simple conversation, ask and answer simple questions, begin to narrate in the past • CONTEXT / CONTENT: informal settings / familiar topics related to daily and/or personal activities • TEXT TYPE: discrete sentences Stanford University Language Center • OnDAs – Sara Gelmetti

22. Example 4: WINTER HOLIDAY CELEBRATIONWDA ITALIAN 21 – 2nd year, 1st quarter • Prompt: written • TARGET: Intermediate Mid > High • TASK: paragraph length narration of factual nature using appropriate time frame • FUNCTIONS: uncomplicated communication, description with elaboration, narration in the past • CONTEXT / CONTENT: informal settings / topics of general and personal interest • TEXT TYPE: paragraphs with some connectors Stanford University Language Center • ODnAs – Sara Gelmetti

23. How to Evaluate OnDAs • on a credit/no credit basis • individual feedback after every OnDA • rated according to how the task is performed or, instead, how severely the communication is impeded • assessment criteria: a series of questions, based upon the ACTFL guidelines for speaking and writing Stanford University Language Center • OnDAs – Sara Gelmetti

24. Preliminary findings • OnDAs can be taken at home individually • Class time can be maximized and optimized for useful practice • Pressure is reduced and affective filter is lowered • Both students and instructors need to be familiar and comfortable on how to use new technologies Stanford University Language Center • OnDAs – Sara Gelmetti

25. Presentational Writing in Second-Year Programs • Entrance Level of Students • Preparation for major/minor, WIM courses, courses in other academic disciplines • Exit Objectives • Written communication for increasingly formal settings • Make Connections to areas of academic interest Stanford University Language Center • Presentational Writing – Kenric Tsethlikai

26. Targets for Presentational Writing • Level • Models • Characteristics Stanford University Language Center • Presentational Writing – Kenric Tsethlikai

27. Interpretive to Presentational Stanford University Language Center • Presentational Writing – Kenric Tsethlikai

28. Learning Goals: Writing-as-Process • Cultivate attention to register, style and cohesion • Develop socio-cultural awareness and appropriateness • Highlight conventions for appropriate citations and bibliography • Prepare Students for Academic and Professional Writing Needs Stanford University Language Center • Presentational Writing – Kenric Tsethlikai

29. Future Directions • Assessment Rubric for Presentational Writing Stanford University Language Center • Presentational Writing – Kenric Tsethlikai

30. Thank You! • Philosophy • An invitation • Please email us • Please visit us • Open for questions Stanford University Language Center