Transcript Assessment of Young Students

Assessment
of Young Students
Marcia Rosenbusch
National K-12 Foreign Language Resource Center
Iowa State University
Eileen Lorenz
Center for Applied Linguistics
Washington DC
Student Oral Proficiency
Assessment (SOPA)
Goal: To find out what students
can do with the language they are
learning.
K–12 Foreign Language Standards
• Standard 1: Communication
Interpersonal Mode
Interpretive Mode
Presentational Mode
• Standard 2: Cultures
• Standard 3: Connections
• Standard 4: Comparisons
• Standard 5: Communities
Standards for Foreign Language Learning in the 21 st Century. (1999). National
Standards in Foreign Language Education Project. American Council on the Teaching
of Foreign Languages, et. al.
What Skills are Rated?
•
•
•
•
Oral Fluency
Grammar
Vocabulary
Listening Comprehension
Each is derived from the ACTFL Guidelines,
1999.
Non-Immersion SOPA
• Warm Up: (Put students at ease) Introductions
• Task 1: Fruits/other objects (Identify, name)
Goal: To assess listening, word-level speech
•
Task 2: All about You (Answer informal questions)
Goal: To give students opportunity to create with
language on familiar topics
•
Task 3: Community or Classroom Activity
(Follow/giving commands, describe)
Goal: To give students opportunity to create sentencelevel speech
•
Wind down: Finish at student’s comfort level
Task 1: Fruits
• Identifying (Where are the red fruit?)
• Naming (What is this fruit called?)
• Following instructions (Put the fruit here.
Count them.)
Task 2: All About You
• All about you
• Answering informal questions
How old are you?
What do you do on your birthday?
Do you have brothers or sisters?
Would you like to have a sister/brother?
Do you have a pet?
What is it called?
What is it like?
Why?
Task 3: The Community
• Identifying
• Following instructions
• Describing
What do you have there?
Where is the red fire truck?
Where is the fireman?
Take the dog. The dog is playing with a ball in front of the
apartment building.
What is the mailman doing in the pet store?
What is the woman doing?
Why?
Wind Down
• Following instructions
• Positive ending, task students can
complete successfully!
Simon says...
Touch your head; Raise your right hand; Touch your
left eye. Clap for both of you.
K–12 Foreign Language Standards 1–3
•Warm-up (Saludos)
Interpersonal
•Identifying/Naming
(Frutas)
(Animales)
Interpretive, Interpersonal,
Making Connections
•Answering Informal Questions
(Gustos y Vida Personal)
Interpersonal, Interpretive,
Cultural Practices
•Giving Commands/Describing
(Como Crecen las Plantas)
(El Ciclo de Aqua)
Interpretive, Interpersonal
Making Connections
•Narrating
(Ricitos de Oro y los Tres Osos) Presentational, Interpersonal
•Speaking to Persuade
(Reglas Nuevas)
Interpersonal, Interpretive, Presentational
•Wind-down (Simón Dice)
Interpretive
•Cultural Awareness
Cultural Products, Practices, Comparisons
American Council on the Teaching of Foreign Languages. (1999). Standards for foreign language learning:
Preparing for the 21st century. Yonkers, NY: ACTFL.
SOPA Rating Scale:
Main Levels
• Junior Novice
• Junior Intermediate
• Junior Advanced
COPE/SOPA Rating Scale
Sublevels
 Junior Advanced-High
Junior Advanced-Mid
Junior Advanced-Low
Junior Intermediate-High
Junior Intermediate-Mid
Junior Intermediate-Low
Junior Novice-High
Junior Novice-Mid
Junior Novice-Low
For More Information
SOPA training is offered through
• 2-day, live workshops
• Online training courses
Contact: Lynn Thompson ([email protected])
Or visit
www.cal.org/topics/ta/flassess.html