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Stanford Language Center Elizabeth Bernhardt, Joan Molitoris, Alice Miano, Sara Gelmetti, Kenric Tsethlikai, Ken Romeo Stanford University Language Center.

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Presentation on theme: "Stanford Language Center Elizabeth Bernhardt, Joan Molitoris, Alice Miano, Sara Gelmetti, Kenric Tsethlikai, Ken Romeo Stanford University Language Center."— Presentation transcript:

1 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 Stanford University Language Center Presentational Speech – Alice Miano First Year | Second YearSecond Year Modes of CommunicationPresentational Mode Interpersonal Interpretive Presentational Use of notes Length Sophistication / Extemporaneousness

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 OnDAs Online Diagnostic Assignments Computer-assisted diagnostic assignments Based upon the ACTFL proficiency guidelines 2 types: Oral (ODA) and Written (WDA) Oral (ODAs): 4 times / quarter, 1 st and 2 nd 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 STUDENTE ODA 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 FAMILY WDA 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 DOTTORE ODA 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 CELEBRATION WDA 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 Targets for Interpretive Skills in Second-Year Language Instruction  Practice and gain greater control over interpretive tasks of previous quarter  1 st Quarter2 nd Quarter3 rd 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 examples Develop 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 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 us – Please visit us Open for questions Stanford University Language Center


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