stanford language center elizabeth bernhardt, joan molitoris, alice miano, sara gelmetti, kenric...
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Stanford Language CenterElizabeth Bernhardt, Joan Molitoris, Alice Miano,
Sara Gelmetti, Kenric Tsethlikai, Ken Romeo
Stanford University Language Center
Objectives
• Outline assessment program• Provide organizational details• Highlight speaking & writing• Relevant across all languages• Refer to both first & second-year
Stanford University Language Center
The ‘Why’
• Improve student performance• Enhance credibility (w/ public)• Programmatic consistency
Stanford University Language Center
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
Organization
• Placement testing (Bernhardt)• Oral assessments
– SOPIs (Molitoris)– Presentational speech (Miano)– ODAs (Gelmetti)
• Writing assessments– WDAs (Gelmetti)– Presentational Writing (Tsethlikai)
Stanford University Language Center
Placement Testing
• Approaching Stanford
• Online during the summer
• Preliminary placement based on score
• Oral assessment on campus
Stanford University Language CenterPlacement Testing – Elizabeth Bernhardt
SOPI definitionSHORT FORM
20 minutes
Warm-upPicture-based tasks
TopicsWind-down
Task levels: Intermediate, Advanced
LONG FORM45 minutes
Warm-upPicture-based tasks
TopicsSituations
Wind-down
Task levels: Intermediate, Advanced, Superior
Stanford University Language CenterSOPIs – Joan Molitoris
Stanford Uses of SOPIs
• Placement Testing• 3rd Quarter Exit Testing• Overseas Studies Testing• Occasional/External Testing• Proficiency Notation Guidance
Stanford University Language CenterSOPIs – Joan Molitoris
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 CenterSOPIs – Joan Molitoris
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 CenterSOPIs – Joan Molitoris
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 CenterSOPIs – Joan Molitoris
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 CenterPresentational Speech – Alice Miano
Emphases in Communicative Modes through the two-year program
Stanford University Language CenterPresentational Speech – Alice Miano
First Year | Second Year Second Year
Modes of Communication Presentational Mode
Interpersonal
Interpretive
Presentational
Use of notes
Length
Sophistication / Extemporaneousness
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 CenterPresentational Speech – Alice Miano
Without Assessment Tool
• Assessments varied widely amongst instructors
• Student performances tended to fall below expectations
Stanford University Language CenterPresentational Speech – Alice Miano
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 CenterPresentational Speech – Alice Miano
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 CenterOnDAs – Sara Gelmetti
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 CenterOnDAs – Sara Gelmetti
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 CenterOnDAs – Sara Gelmetti
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 CenterOnDAs – Sara Gelmetti
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 CenterOnDAs – Sara Gelmetti
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 CenterODnAs – Sara Gelmetti
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 CenterOnDAs – Sara Gelmetti
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 CenterOnDAs – Sara Gelmetti
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 CenterPresentational Writing – Kenric Tsethlikai
Targets for Presentational Writing
• Level
• Models
• Characteristics
Stanford University Language CenterPresentational Writing – Kenric Tsethlikai
Interpretive to PresentationalTargets for Interpretive Skills in Second-Year Language Instruction
Practice and gain greater control over interpretive tasks of previous quarter 1st Quarter 2nd Quarter 3rd Quarter
+ Summarize the main and supporting ideas in expository prose, such as: informal correspondence, literary excerpts, short stories, book and film reviews, newspaper and magazine articles and editorials
+ Synthesize ideas in formal correspondence, essays and critical articles; develop a more complete understanding, beyond main ideas
+ Analyze ideas in essays and critical articles, short stories and novels, in addition to texts similar to the previous quarter + Justify personal interpretations of texts by citing textual evidence
▼Targets for Presentational Writing in Second-Year Language Instruction
Practice and gain greater control over advanced-level presentational writing tasks + Write expository prose with good control of high frequency structures and appropriate vocabulary in critical summaries, descriptions and narrations (3-5 page essays)
+ Demonstrate increasing control of advanced-level writing with increasing accuracy and breadth in descriptions, narrations and syntheses of readings (5-6 page essays)
+ Write on a researched topic (with cited sources) that demonstrates strong control of high frequency structures with clear evidence of tone, register and stance (8-10 page essay)
+ Express personal reactions to literary excerpts, short stories, book and film reviews, newspaper and magazine articles and editorials, by citing and describing main and supporting ideas in texts
+ Demonstrate critical thinking and analysis in argumentative /persuasive essay with clear structure (e.g. thesis/anti-thesis/synthesis/hypothesis)
+ Demonstrate critical thinking and analysis with use of cohesive devices and greater lexical sophistication in literary analyses as well as abstract topics such as globalization, immigration and community service
+ State position and opinions + Support opinions and positions through citations and examplesDevelop tone and stance in appropriate register
+ Support opinions through hypothetical outcomes about abstract issues
+ Actively incorporate new structures and appropriate vocabulary
+ Use more accurate and structures and idiomatic expressions
+ Use more specialized vocabulary and idiomatic expressions
+ Continue writing functional-based messages for likely situations in a study abroad program
+ Engage in correspondence for formal contexts (i.e. requesting information about an internship in a francophone country)
+ Continue writing formal correspondence for requests and inquiries
Stanford University Language CenterPresentational Writing – Kenric Tsethlikai
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 CenterPresentational Writing – Kenric Tsethlikai
Future Directions
• Assessment Rubric for Presentational Writing
Stanford University Language CenterPresentational Writing – Kenric Tsethlikai
Thank You!
• Philosophy• An invitation
– Please email us
– Please visit us
• Open for questions
Stanford University Language Center
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