1. 1 AN INTRODUCTION TO TESTING AND ASSESSMENT SAN DIEGO STATE UNIVERSITY LANGUAGE ACQUISITION RESOURCE CENTER June 30, 2011 Alan Svidal Office of Language Acquisition, San Diego Unified School District

2. 2 An Introduction to Test and Assessment AGENDA Gathering background information Using backward design Some important definitions Test and assessment protocols Writing tests with practice Writing assessments with practice Practical considerations about tests and assessments Taking a test: level 1 French Overview of scoring rubrics Writing rubrics f0r reading activity

3. 3  Recall a time you took a test that was an unpleasant experience.  Recall a time it was a pleasant experience.  What made the difference between these experiences? Gathering background information

4. 4  When is it necessary to test students?  When is it not necessary to test them?  What do teaches hope to learn from tests?  What do students learn from tests?

5. 5 Backward or Reverse Lesson Design First, I ___________________________________________ Then, I ____________________________________________ Next, I ____________________________________________ Then, I ____________________________________________ Next, I _____________________________________________ Finally, I ___________________________________________ identify target standards. (Which ones will guide the lesson development?) develop the assessment. (How well can students use the language.?) select activities that allow students to succeed. (What and how will they practice?) teach. (What will I do to provide frequent, meaningful practice?) select functions and knowledge. (What will students need to do and know?) develop the scoring rubric. (How I will measure student performance?)

6. 6 DEFINITIONS Define the word " ______________"; Define the word " ________________"; test assessment

7. 7 DEFINITIONS Define the word " ______________"; test Tests measure academic knowledge, facts, formulas, processes, rules, etc. Tests measure what a student should know in comparison to other students at the same grade level or in the same course of study. Tests are summative measures that reveal mastery of language at specific points in time.

8. 8 Which statement about Napoléon II is NOT true: A. He was the son of Napoléon Bonaparte. B. He never ruled France. C. He was the older brother of Napoléon III. D. He was the king of Rome. Fill in the blanks with the correct form of the verb “to swim”. The form may only be used once. 1. I like __________. 2. Yesterday, I ________ for two hours. 3. By the end of the week, I will have _____ for 20 hours. 3. Is _________ you favorite activity? Match the word in column A to its opposite in column B. 1. Originala. necessary 2. Superfluousb. quiet 3.Raucousc. redundant 4.Salaciousd. praiseworthy e. bodacious

9. 9 DEFINITIONS Define the word " ________________"; assessment Assessments are ‘performance based’ evaluations that examine behavioral outcomes and the means students use to produce those outcomes. Assessments do not measure a given body of knowledge but rather how that knowledge is applied to performance. Assessments are formative measures that highlight the functional use and on-going development of language over time.

10. 10 You are planning a trip to Paris with friends. On a map of Paris, share your itinerary with the class. Point out what you will see, where the sites are located, how you will get there on the metro.

11. 11 Fill in the blank with a single word that fits the context of this paragraph. Martin lived near Paris with __1___ parents whom he loved very ____2__. They were kind ___3______loving but ____4___ poor. Martin loved school, ____5___. Every ___6____, when his mother ____7____ him up, Martin was _____8____ to get out of ____9_____, put ___10___ his clothes, eat his ___11_____ and __12___ hurry __13___ to school. This morning, however, Martin looked____14___ the widow but did ___15___ smile. “What’s the _____16____, Martin?”, his mother ____17___.“Well, ”Martin ____18___, “it’s the __19__ day of school and I am very ____20____.” Choose the word that best completes the sentence. Martin lived near Paris with __1___ parents whom he loved very ____2__. They were kind ___3______loving but ____4___ poor. 1.a. many b. his c. whose d. one 2.a. true b. good c. much d. restfully 3.a. so b. but c. and d. however 4.a. well b. they c. however d. terribly

12. 12

13. 13 My definition: Our group’s definition: What the experts say: “A rubric is… (1) a scoring guide (2) that lists key indicators of a performance (3) in which numeric values are applied (4) to descriptions of different achievement levels (5) allowing scorers to differentiate among performance outcomes. What is a “rubric”?

14. 14 “A rubric is… (1) a scoring guide (2) that lists significant indicators of a performance (3) in which numeric values are applied (4) to descriptions of different achievement levels (5) allowing scorers to differentiate among performance outcomes. Outstanding 3 Satisfactory 2 Poor 1 PunctuationPunctuation almost always correct X Some errors throughout Careless; numerous errors EffortMore than required Meets requirements X Some items missing, work appears hastily assembled CreativityCreative, original descriptions; realistic characters; well illustrated; neat Some creativity; simple descriptions; mostly neat X Show no creativity or planning; incomplete descriptions; unrealistic characters, haphazard illustrations or no illustrations 1. Writing Rubric Ann Jones Score: 7 / 9

15. 15 AN OVERVIEW OF TEST AND ASSESSMENT PROTOCOLS

16. 16 Assessment Protocols: From Linear to Non-linear We define “linear” assessments as those that produce predictable, non-spontaneous responses. Why are standardized tests and computer-based language programs largely “linear”?

17. 17 Assessment Protocols: From Linear to Non-linear We define “non-linear” assessments as those that allow for unpredictable, spontaneous responses. What are the advantages of “non-linear” assessments? What are the disadvantages of “non-linear” assessments?

18. 18 1. As you examine the following assessment protocols, identify those that are: Linear Give an example of a “linear” assessment question. Give an example of a “non-linear” assessment question. Bridging to non-linear 2. When you have looked at all the assessment options: Write an example of a “linear” assessment question. Write an example of a “non-linear” assessment question. Non-linear

19. 19 TEST AND ASSESSMENT PROTOCOLS 1.DISCRETE POINTS Focus on language details and recall of facts:  True/false Matching Multiple choice Fill in blanks Vocabulary/grammar drills

20. 20 2. INTEGRATIVE Focus on student control of the language to expand mastery through combining prior and current learning via listening, reading, speaking, writing, and viewing:  ASSESSMENT PROTOCOLS Cloze Dictation Writing Interviews/polls Summaries

21. 21 3. PROMPTED Focus on the use of manipulatives, visuals, and realia to stimulate language production:  ASSESSMENT PROTOCOLS COCI (Classroom Oral Competency Interview) CWCA (Classroom Writing CompetencyAssessment) A/B pictures Story boards/posters Flash cards

22. 22 4. PERFORMANCE Focus on demonstration, negotiation, interaction, and coping with uncertainties:  ASSESSMENT PROTOCOLS Problem solving “games” or info gap act. Group discussions Classroom presentations Reaching consensus Role-playing

23. 23 5. CREATIVE Focus on individual or group product, reflection, and exposition:  ASSESSMENT PROTOCOLS Cultural Expeditions and presentations Projects (radio, broadcasts, podcasts) Skits Puppet shows Videos

24. 24 6. SUMMATIVE Focus on language acquisition over time:  ASSESSMENT PROTOCOLS Flosem Student Portfolios Dairies/journals Student books

25. 25 7. OPEN-ENDED Focus on non-specified responses, varied contexts and contents, broad range of appropriate responses:  ASSESSMENT PROTOCOLS Computer based research Student constructed tests “Instruction” by students Descriptions using pictures Situation role play

26. 26 10 Ways Language Learners can Demonstrate Learning 1. 2. 3. 4. 5. Portfolios Scrapbooks Interviews Phone call to teacher Skits/charades

27. 27 10 Ways Language Learners can Demonstrate Learning 6. 7. 8. 9. 10. Dialogues/conversations Projects (videos, shows, books) Writing samples Storyboards Tests/quizzes

28. 28 PROCEDURES FOR CONSTRUCTING A READING OR LISTENING TEST 1. Establish goal for summative testing. achievement test: to measure short-term mastery of knowledge quizzes prochievement test: to measure mastery at the end of unit of study unit test, mid-term exam, final exam proficiency assessment: to measure language mastery as well as skill placement exam, end of course exam 2. Decide what type of test is most appropriate for the purpose. teacher-made test textbook test standardized test modified combination 3. Select reading or listening passage to be tested. authentic or simulated appropriate length appropriate level of difficulty relevant/interesting 4. Provide a context or setting, especially for listening. You are about to hear a weather forecast. You will read about all the things Dan, an American student, did during the course of one day in Rome.

29. 29 5. Develop items that test the most significant elements of the content be sure students are tested on what they have learned and practiced. keep the language of test questions at the students’ proficiency level. do not ask too many questions per reading or listening passage. write directions in the English. make sure the choice of answers is not ambiguous do not ask questions about minor details when testing listening. 6. As you write test questions, consider advantages and disadvantages of test formats multiple choice true or false matching etc

30. 30 Key Components for Oral and Written Assessment Comprehensibility: How well are students understood by others? Comprehension How well do students understand others? Language Control: How accurate is their language? Vocabulary Use: How extensive and appropriate is their vocabulary? Communication Strategies: How do the y maintain communication? Cultural Awareness: How is their cultural understanding reflected in their communication with others?

31. 31 Nicolas and the Bicycle Linear, bridging, and non-linear assessment

32. 32 ASSESSING ABILTY TO SPEAK OR WRITE IN A SENTENCE If you want to measure a students ability to speak in the dreaded “COMPLETE SENTENCE”, try this technique that gives students a logical and natural way to write or speak in complete sentences. In natural speech, statements and answers are often single words or phrases. Questions, however, are almost always framed as complete sentences. So, give students an ANSWER and ask them to say or write a logical question. HERE ARE A FEW ANSWERS. WRITE AN APPROPRIATE QUESTION FOR EACH  “15 minutes.”  “No, I don’t think so.”  “Because I said so!”  “Friday, before school.”  “$35.00 plus tax.”

33. 33 PRACTICAL CONSIDERATIONS ABOUT TESTS AND ASSESSMENTS Give advance notice. Avoid surprise tests and quizzes Plan ahead for possible conflicts. Have an alternative test form ready. Know what you will do about cheating and tell the class. Be aware of the amount of time to take the test and to correct it. Give clear directions, in English if necessary.

34. 34  Allow no distractions on the desks or in the room.  Be sure the test will be ready on test day.  Keep all the test materials in a secure place.  If using equipment, be sure it works.  If using rubrics, give them to students early on.  Do not let standardized tests leave the room

35. 35 Using the Framework: Stage I Under each bullet, provide two ways in which your students might demonstrate that they can fulfill the Stage I functions, one as a test, the other as an assessment. express likes and dislikes: Paul loves sports. Circle the activities in this list that fit his interest. Make a power point slide showing foods you would like to see served in the school cafeteria and tell the class what these foods are. make requests: Match the 5 common classroom requests in column A to appropriate pictures in column B. Write a note to your parents listing 3 reasons why you would like a bigger allowance. obtain information: Read the 5 sentences below about the time each student goes to bed and then drawn in that time on each student’s clock. Interview 10 students about how much time they spend watching TV and share the results with your study group.

36. 36 Using the Framework: Stage II Under each bullet, provide two ways in which your students might demonstrate they can fulfill Stage II functions, one as a test, the other as an assessment. express their needs: Match Paul’s needs listed in column A with appropriate solutions in column B. You are spending the winter break in Alaska. Make a list of things you will need to pack and share this list with your study group. make requests: Read the statements below. Then, fill in the blank with the appropriate question word you would use to ask a question about the statement. You will role play (as the customer) a phone conversation with your partner (as the travel agent) in which you discuss hotels and sights to see in Paris. compare / contrast: Look carefully at pictures A and B. They are similar but not identical. List five differences you see. Your cousin from Egypt is coming to stay with your family. Write a letter in which you describe the differences he/she will encounter in San Diego.

37. 37 UNIQUE 1 Vocabulaire. interrogation quiz

38. 38 UNIQUE u- ni- que u-ni-que UNIQUE

39. 39 Unique? Voilà Notre Dame unique? Oui? Non? __ ! Notre Dame est unique. Oui

40. 40 Unique? Voilà la Tour Eiffel unique? Oui? Non? ___! La Tour Eiffel est unique. Oui

41. 41 Unique? Voilà le drapeau de la France. unique? Oui? Non? ____ ! Le drapeau de la France est unique. Oui

42. 42 Interrogation 1a #A.Notre Dame #B. le drapeau de la France #C.la Tour Eiffel 1. # ________ 2. # ______ 3. # _______ la lettre correcte

43. 43 Interrogation 1a #A.Notre Dame #B. le drapeau de la France #C.la Tour Eiffel 1. # ______ 2. # ______ 3. # _______ AB C

44. 44 Interrogation 1b Complétez la phrase. 1.La Tour Eiffel ______ unique. 2.Notre Dame ______ unique. 3.Le drapeau de la France ________ unique.

45. 45 Interrogation 1b Complétez la phrase. 1.La Tour Eiffel ______ unique. 2.Notre Dame ______ unique. 3.Le drapeau de la France ________ unique. est

46. 46 Interrogation 1c

47. 47 Interrogation 1c Notre Dame est unique. La Tour Eiffel est unique. Le drapeau de la France est unique.

48. 48 Meaning from context Directions: Read ALL of the following entries from Madame Videau’s planning agenda. You will be asked to respond to some questions after you read. You may make notes if necessary.

49. 49 Les dates Le calendrier de Madame Videau 27 Place Édith Cavell H2Y 1H3 Montréal, Québec le 5 mai : oncle Bernard arrive de Rome (à l’aéroport) le 9 mai : la famille dîne au restaurant Le lion bleu. le 10 juin : le 18 ième anniversaire de Julie le 26 juin : le mariage de Fabien et d’Alice, église de Ste.-Thérèse le 1 ier juillet: le Jour du Canada, célébration publique (Île Ste-Hélène) le 19 juillet : oncle Bernard retourne en Italie. le 30 juillet : la famille fait du camping aux États-Unis.

50. 50 What do you know ? (Answer as much in French as you can.) 1. List five facts you learned about Bernard ? 2. Name two things that Madame Videau has planned for the family. 3. What two things do you know about Julie? 4. On which date do you suppose there will be a fireworks display in town? Why? 5. How are dates written differently in French than in English? (You should be able to see two differences.) 6. Madame Videau’s birthday is May 25th. Write that date in French and wish her happy birthday.

51. 51 What do you know ? (Answer as much in French as you can.) 1.List five facts you learned about Bernard ? Bernard is an uncle. He is Madame Videau’s uncle. He lives in Italy. He is Italian. He speaks French. He is arriving from Rome. He is arriving on May 5th. He is arriving at the airport. He is returning to Italy. He is returning on July 19th.

52. 52 What do you know ? (Answer as much in French as you can.) What two things has Madame Videau planned for the family? A dinner on May 9th at the restaurant Le lion bleu. The wedding of Fabien and Alice. To go to the Canada Day celebration. A camping trip to the U.S. on July 30th.

53. 53 What do you know ? (Answer as much in French as you can.) What do you know about Julie? Julie’s birthday is June 10th. Julie will be 18. Julie is a Gemini. Julie knows Madame Videau. Julie is Canadian/ from Quebec. Julie is a girl.

54. 54 What do you know ? (Answer as much in French as you can.) When do you suppose there will be a fireworks display in town? Why? On July 1st. It is Canada Day It is a public celebration and a holiday. It celebrates the confederation of Upper and Lower Canada.

55. 55 What do you know ? (Answer as much in French as you can.) How are dates written differently in French than in English? (You should see two differences.) In French, the date (numeral) comes in front of the month. The names of the months are not capitalized. The word “le” precedes the numeral (date). In English, we add “-st” to the numeral “1”. In French, we add “-ier” to the numeral “1”. In English, we use cardinal numbers with dates. In French, we use ordinal numbers with dates. In English, we add “of” but not in French.

56. 56 What do you know ? (Answer as much in French as you can.) Madame Videau’s birthday is May 25th. Write that date in French and wish her “Happy Birthday”. le 25 mai. Bon anniversaire, Madame!

57. 57 TAKING A LOOK AT SCORING RUBRICS

58. 58 “A rubric is… (1) a scoring guide (2) that lists significant indicators of a performance (3) in which numeric values are applied (4) to descriptions of different achievement levels (5) allowing scorers to differentiate among performance outcomes. Outstanding 3 Satisfactory 2 Poor 1 PunctuationPunctuation almost always correct X Some errors throughout Careless; numerous errors EffortMore than required Meets requirements X Some items missing, work appears hastily assembled CreativityCreative, original descriptions; realistic characters; well illustrated; neat Some creativity; simple descriptions; mostly neat X Show no creativity or planning; incomplete descriptions; unrealistic characters, haphazard illustrations or no illustrations 1. Writing Rubric Ann Jones Score: 7 / 9

59. 59 Select indicators that identify significant components of the instructional activity:  Fluency  Pronunciation  Vocabulary Use numerical values to define different achievement levels within each element:  4 - 3 - 2 - 1 (Scales larger than 5 may be difficult to describe.) Describe each achievement level in specific terms that recognize potential differences among learners and are written in student-friendly language:  4 = speech is sustained: fillers maintain comprehension  3 = speech is hesitant: fillers interrupt comprehension  2 = speech is awkward: fillers interfere with comprehension  1 = speech is broken: fillers prevent comprehension Points to remember in Developing Rubrics

60. 60  Summary words may be added to qualify numeric values:  (4) Excellent / (3) Good/ (2) Acceptable/ (1) Unacceptable  (4) Exemplary / (3) Proficient / (2) Basic / (1) Below basic  With preexisting rubrics, clarify each description by sharing some examples of student work.  Be prepared to edit and revise rubrics that miss the mark you set. AND MOST IMPORTANTLY: GIVE STUDENTS THE RUBRIC BEFORE THEY BEGIN THE WORK! Points to remember in Developing Rubrics

61. 61 Generic Rubrics for Collaborative Work 4321 Workload equality Workload shared equally Workload somewhat unequal Workload unequal- done mostly by one or two students Workload unequal-one student has done all the work On taskAll the timeMost of the time SometimesLittle involvement; rarely on task. InteractionMuch discussion; shows respect for others Some discussion; respectful of others Little discussion; easily distracted, somewhat disrespectful of others Shows little interest; disrespectful of others Critique of Existing Rubrics

62. 62 Generic Rubric for Oral Presentations YesNo Accurate pronunciation Accurate Grammar

63. 63 Generic Rubric for Oral Presentation 4321 Pronunciation Accurate throughout, near native Understandable with very few errors Some errors but still understandable Poor pronunciation, very anglicized Fluency Smooth deliveryFairly smoothUnnatural pauses Halting, hesitant, long gaps Comprehensibility Easily understood UnderstoodDifficult to understand Incomprehen- sible Vocabulary Extensive use of targeted vocabulary Some use of targeted vocabulary Minimal use of targeted vocabulary Fails to use targeted vocabulary Credibility (shows knowledge of other culture) Credible role play; reflects the culture Credible role play; somewhat reflects the culture Limited credibility; little connection to target culture Not credible; no connection to target culture visible Performance Lively, enthusiastic; good eye contact General enthusiasm; some eye contact Low energy; limited eye contact Reads from cards, monotonous; no eye contact

64. 64 Generic Rubrics for Written Material #1 4 Exceeds Expectations 321 GrammarPerfectUses well what is being studied Some errors with what is being studied Doesn’t seem to understand what is being studied VocabularyCreative use of vocabulary Vocabulary at present level of study Some use of current vocabulary; key words missing Minimal use of targeted vocabulary at present level of study; words used incorrectly SpellingPerfectVery few errors in spelling and accent marks Some errors in spelling and accent marks Many errors in spelling and accent marks

65. 65 La biographie de ma famille 5-6 points ola tache est complétée avec toutes les corrections oil y a des détails supplémentaire ole brouillon est dans le dossier ola composition est très bien organisée et présentée otout est fini à l’heure oon a suit toutes les directions 2-4 points oil n’y a pas de détailles supplémentaires ole brouillon est dans le dossier ole projet est peut-être en retard ol’organisation et la présentation sont acceptables oon a suit toutes les directions 1 point oon a fait un projet mais pas acceptable parce qu’il ne s’adresse pas aux directions 0 points opas de projet 5pts – extraordinaire 4pts – excellent 3pts – bon 2pts – passable 1pts – pas acceptable 0pts –pas acceptable

66. 66 Foreign Language Department Vocabulary A=Rich and extensive vocabulary; very accurate usage B=Occasionally lacks basic words; generally accurate usage C=Often lacks needed words; somewhat inaccurate usage D= Lacks basic words; inadequate usage Verbs/Structure A=Utterances almost always correct, with some minor errors B= Many correct utterances, but with some structural errors C=Some utterances rendered correctly, many structural errors D= very few utterances structurally correct Pronunciation/Comprehensibility A= Entirely comprehensible to native speaker; only an occasional word not comprehensible B=Some errors of pronunciation, but still mostly comprehensible C= Many errors about half incomprehensible D=Mostly incomprehensible; occasional phrases comprehensible Fluency A=Speech natural and continuous; no unnatural pauses B= Generally natural and continuous; only slight stumbling or unnatural pauses C= Some definite stumbling and hesitation; sentences may be left uncompleted D=Speech halting and fragmentary; long, unnatural pauses A= 4 points B= 3 points C= 2 points D= 1 point 16 points are possible

67. 67 Creating a Scoring Rubric You will receive a level one benchmark assessment used by students in San Diego Unified. Create a rubric that would adequately evaluate student performance on this benchmark. Afterward, we will examine the district’s rubric as well as a student scoring guide.

68. 68 TECHNIQUES THAT BEST PROMOTE STUDENT REPAIRS Elicitation Metalinguistic Feedback Clarification request Repetition ALLOW YOUR STUDENTS TO SELF-REPAIR If you allow time and provide students with the proper cues, they will SELF-REPAIR The least effective technique to correct a mistake is to give the students the answer!

69. 69 Metalinguistic Clues Without providing the correct form, teacher questions student (for example, “Is it feminine?”, “Do we say it like that?”, etc. Elicitation Questions that require more than a yes/no answer.”What is the I form of the verb?” Repetition Teacher repeats the error with high intonation to draw student’s attention to it.

70. 70 Explicit Correction Clearly pointing to the mistake and correcting it. Recast Teacher repeats student’s utterance but without the mistake. Clarification Request Using phrases like “Excuse me”, “I don’t understand”, the teacher indicates that the message was not understood

71. 71 WHEN CORRECTING PLEASE… understand that they will probably not internalize the correction. remember that clarifying meaning is not necessarily error correction. remember that students what to make a point rather than to make a point correctly.