What am I Assessing?

References & Resources

Adair-Hauck, B., Glisan, E., Troyan, F. (2013). Implementing Integrated Performance Assessment. Alexandria, VA: ACTFL.

Alderson, J.C. (2000). Assessing reading. NY: Cambridge University Press.

Brown, H. D. (2004). Language assessment: Principles and classroom practices. Allyn & Bacon.

Bygate, M., Swain, M., & Skehan, P. (2013). Researching pedagogic tasks: Second language learning, teaching, and testing. London & New York: Routledge.

Buck, G. (2001). Assessing listening. NY: Cambridge University Press.

Cohen, A.D. (1994). Assessing language ability in the classroom: Second Edition. Boston: Heinle and Heinle.

Fulcher, G., & Davidson, F. (2007). Language testing and assessment. London and New York: Routledge.

McKay, P. (2006). Assessing young language learners. NY: Cambridge University Press.

National Standards in Foreign Language Education Project (NSFLEP). (2015). World-Readiness Standards for Learning Languages. Alexandria, VA: ACTFL.

Norris, J.M. (2008). Validity Evaluation in Language Assessment. Frankfurt am Main: Peter Lang.

Sandrock, P. (2010). The Keys to assessing language performance.  Alexandria, VA: ACTFL.

Shrum, J. and Glisan, E. (2010). Teacher's handbook: Contextualized language instruction: Fourth Edition. Boston: Heinle Cengage Learning.

Turnbull, M., & Dailey-O'Cain, J. (Eds.). (2009). First language use in second and foreign language learning (Vol. 44). Multilingual Matters.

Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA.: ASCD.

Online Resources

ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) is unlike any other assessment. AAPPL Measure addresses the National Standards for Foreign Language Learning and uses today’s communication media in which test takers perform tasks such as participating in a virtual video chat, creating wikis, e-mailing, and using apps to demonstrate language ability.

NAEP Foreign Language Assessment:
The assessment is based on the Framework for the 2004 Foreign Language National Assessment of Educational Progress (Pre-Publication Edition, PDF File 278 KB), developed by the National Assessment Governing Board. In this framework, the students could be assessed for four skills: listening, speaking, reading, and writing. These skills can be assessed within three modes of communication: interpersonal (involving two-way interactive communication), interpretive (relating to the understanding of spoken or written language), and presentational (involving creating spoken or written communication). Communicative ability is to be assessed through authentic communication tasks as called for in daily life, school, and work.

Specification Grids:
These grids (Omaggio, Alice C. (1986). Teaching Language in Context. Boston: Heinle & Heinle) are based on ACTFL Proficiency Guidelines and are useful for choosing appropriate tasks and text types when constructing assessments targeting specific proficiency levels for the four skills.

Novice Intermediate Advanced Superior
Reading
Listening
Writing
Speaking
Reading
Listening
Writing
Speaking
Reading
Listening
Writing
Speaking
Reading
Listening
Writing
Speaking
Note: All grids are in PDF format (requires Acrobat Reader).

An example of how the specification grids are used in developing a classroom assessment can be seen in the Developing Speaking and Writing Tasks for Second Language Assessment: A Miniguide for Assessment Development (PDF) which contains a framework to help teachers create speaking and writing tasks and tests that are directly linked to classroom practice. It includes tools and worksheets that can be tailored to a variety of classroom contexts and a range of students' needs, using a model based on extensive research and piloting done by the Minnesota Articulation Project members and the Assessment Team at CARLA.

 

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