1. Using Online Diagnostic Profile to Enhance Chinese Teaching and Learning Ying Shiroma CLTAC 09 Conference, March 7th, 2009

2. Where Does the Diagnostic Profile Come from? Login Entry Level High Low Diagnostic Profile http://oda.lingnet.org

3. Testlets  3 or more sets of 3 passages each  Each passage has 4-6 questions  Comprehension test (Identify main and specific idea, 1-3 questions)  Knowledge test (lexical, structure (syntax) and discourse, 1-3 questions)

4. Identify Main Idea

5. Identify Specific Idea

6. Key Vocabularies

7. Sentence Structure

8. Text Structure/Discourse

9. Diagnostic Profile

10. Up-close  Estimate levels  Detailed analysis and report  Performance Reports —current level & target level Content Questions and Results (main and specific ideas) Linguistic Questions and Results (lexical, structure (syntax) and discourse)  Breakdowns!!!

11. Speech Procession ***

12. Characteristics of DP  Immediate Results and Feedback  Individualized  ILR (Interagency Language Roundtable) Level Based  Can and Cannot Dos  Content and Linguistic Breakdown  History Page  Printable

13. Make Effective Use of the Profile  Focus on CANNOT DOS or BREAKDOWNS  Subject/Topics?  Structures?  Discourse?  Vocabulary?  Speed, clarity or accent?  Listening VS. Reading?  Test-taking skills?

14. Remediation for Learners  Reflect critically on learner’s language proficiency and test- taking strategy  Set realistic and worthwhile objectives  Have a detailed plan with a list of actions (What help do I need? What parts should I pay most attention to?)  Be consistent, patient, one problem at a time

15. Remediation for Teachers  Know each of student’s strengths and weaknesses well  Be aware of student’s goals and needs  Reflect your instruction and teaching  Tailor your methods, assignments and materials to your student’s needs  Keep communication open

16. Suggestions/Discussions ying3766@yahoo.com

17. Reference 1.Alderson, J. Charles. Diagnosing Foreign Language Proficiency—the Interface between learning and assessment. London: Continuum, 2005 2.Reed, Daniel. “Diagnostic Assessment in Language Teaching and Learning.” CLEAR, Volume 10, Issue 2, (Fall 2006):1-3. 3.Yang, Wen-ming & Xu, Xiao-zhen. “Self assessment in second language learning.” US-China Foreign Language, Volume 6, No. 5, (May 2008): 20-24. 4.Zavistanaviciene, Daiva; Nedzinskaite, Inga & Svencioniene, Dana. “Achievements in Language Learning through Students’ Self-assessment.” Studies About Language. Issue:8 (2006): 84-87 www.ceeol.com 5.Portfolio Assessment in the Foreign Language Classroom http://www.nclrc.org/portfoliohttp://www.nclrc.org/portfolio