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Assessing Chinese Language Proficiency in Young Students: Strategies and Results (I3) Speakers: Claudia Navarro-Villarroel, Marcia Rosenbusch, Chengbin
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Assessing Chinese Language Proficiency in Young Students:
Strategies and Results
Claudia Navarro-Villarroel
National K-12 Foreign Language Resource Center
Iowa State University, Ames, Iowa
Marcia H. Rosenbusch, Director
National K-12 Foreign Language Resource Center
Iowa State University, Ames, Iowa
Chengbin Yin, Project Coordinator
Chinese K-5 Curriculum Project
Center for Applied Linguistics (CAL), Washington, DC
K-5 Chinese Project
Collaborative Partners National K-12 Foreign Language Resource Center at Iowa State University andCenter for Applied Linguistics, Washington, DCTwo Midwestern School Districts
Funding Source U.S. Department of Education, Language Resource Centers: 2006-2010
K-5 Chinese Project
• Purpose of ProjectCurriculum
• Develop a K-5 Chinese language framework for non-intensive (90 min./week) programs
• Develop proficiency-focused and standards-based curriculum and materials through Backward Design;
• Train teachers in best practices;• Train teachers in classroom-based assessment
with the SOPA.
K-5 Chinese Project
• Purpose of ProjectResearch
• Students’ progress in Chinese language proficiency;
• Attitudes toward the Chinese language and culture of students, administrators, teachers, parents and the community;
• Student progress on standardized assessments of English language arts and mathematics as compared to the progress of control groups.
Why assess oral proficiency?
Demonstrate student progress in Demonstrate student progress in language learninglanguage learning
Assess performance – values Assess performance – values authentic communicationauthentic communication
What is the SOPA?
SStudent tudent OOral ral PProficiency roficiency AAssessmentssessment
Goal: To find out what students can docan do with the
language they are learning.
Based on the 5 Goals of National Standards
Goal 1: CommunicationInterpersonal ModeInterpretive ModePresentational Mode
Goal 2: Cultures Goal 3: Connections Goal 4: Comparisons Goal 5: Communities
Standards for Foreign Language Learning in the 21st Century. (1999). National Standards in Foreign Language Education Project. American Council on the Teaching of Foreign Languages, et. Al.
Student Oral Proficiency Assessment: SOPA
What skills are rated?What skills are rated?Oral FluencyGrammarVocabularyListening Comprehension
SOPA Rating Scale
Three Main Levels:
Junior Novice Junior Intermediate Junior Advanced
SOPA Rating Scale Sublevels:
Junior Advanced-HighJunior Advanced-High
Junior Advanced-MidJunior Advanced-Low
Junior Intermediate-HighJunior Intermediate-HighJunior Intermediate-MidJunior Intermediate-Low
Junior Novice-HighJunior Novice-HighJunior Novice-MidJunior Novice-Low
Non-Immersion SOPA
Warm Up: (Put students at ease) Introductions
Task 1: Fruits/other objects (Identify, name)
Goal: To assess listening, word-level speech
Task 2: All about You (Answer informal questions)
Goal: To give students opportunity to create with language on familiar topics
Non-Immersion SOPA (cont.)
Task 3: Community or Classroom Activity (Follow/giving commands, describe)
Goal: To give students opportunity to create sentence-level speech
Wind down: Finish at student’s comfort level
SOPA Task 1: Fruits
Identifying (Where are the red fruit?)Naming (What is this fruit called?)Following instructions (Put the fruit
here. Count them.)
SOPA: Task 2 – All About You
All about you Answering informal questions
How old are you?What do you do on your birthday? Do you have brothers or sisters?Would you like to have a sister/brother? Do you have a pet?What is it called?What is it like?Why?
SOPA: Task 3 – The Community
Identifying Following Instructions Describing
What do you have there?
Where is the red fire truck?Where is the fireman?Take the dog. The dog is playing with a ball in
front of the apartment building. What is the mailman doing in the pet store? Why?
SOPA: Wind Down
Following instructions Positive ending, task students can complete
successfully!
Simon says...
Touch your head.
Raise your right hand.
Touch your left eye.
Clap for both of you.
Adaptations: Chinese SOPA Grade 2
Task 1: Identifying, naming, following instructions
Materials: Backpack with school supplies
Identifying
指指红色的铅笔。 (Point to a red pencil.)
红色的铅笔在哪里? (Where is the red pencil?)
蓝色橡皮是哪个? (Which ruler is blue?)
Chinese SOPA Grade 2
Task 1: Identifying, naming, following instructions (cont.)
Materials: Backpack with school supplies Naming (Oral Fluency)
这是什么颜色? (What color is this?) Following instructions
把所有的铅笔 / 尺 / 橡皮 / 蜡笔放在一起。 (Put all pencils/crayons/rulers/erasers together.)
Adaptations: Chinese SOPA Grade 2
Task 1: Identifying, naming, following instructions (cont.)
Transition to Task 2 铅笔 / 橡皮 / 尺 / 蜡笔,有多少?(How many pencils/rulers/erasers/crayons are there?)
Chinese SOPA Grade 2
Task 2: All about you
Answering informal questions你住在哪儿? (Where do you live?)你有姐姐吗? (Do you have older brothers?)有几个? (How many brothers and sisters do
you have?)
在学校里学什么? (What do you learn in school?)
今天几月几日? (What is the date today?)
SOPA: Task 3 – House Scene
Identifying
… 在哪里? (Where is …?)
指一指 …… . (Point to …….[mom/dad/little boy/little girl, bedroom/kitchen/living room/bathroom].)
几个人?(房间 / 三明治 / 香蕉) (How many……[people/rooms/sandwiches/bananas]?)
SOPA: Task 3 – House Scene
Naming and describing
这是什么? (What is this?)
这是谁? (Who is this?)
他 / 她在干什么? (What is s/he doing?)
SOPA: Task 3 – House Scene
Giving and Following Commands把爸爸放在卧室里。 (Put dad in the bedroom.)
把花放在客厅里。 (Put the flowers in the living-room.)
Then, hand the little boy/girl magnet to one student and tell the student: 你是这个小男孩 / 小女孩 (You are the little boy/little girl), and gesture for the student to make up his/her own commands for the other student.
SOPA: Wind Down
Positive ending, task students can complete successfully!Tell the students that they have the option of singing a song, or play “Simon Says!” If students have difficulty responding to this activity, follow the commands together with them. Make it fun!
很好 (Great!)
谢谢你 (Thank you!)
再见 (Good bye!)
Research Design Treatment Schools vs. Control Schools
Have World Language = Treatment Schools Have no World Language = Control Schools
Longitudinal Study: Chinese
Grade K 1st 2nd
Y1: 2007-08 X
Y2: 2008-09 x X
Y3: 2009-10 x x X
Ethnicity
District 1 District 2
School 1 (Treatment)
School 2 (Control)
School 3(Treatment)
School 4(Control)
Caucasian 84.7 % 85.9 % 69.7 % 46.6 %Asian 4.4 % 6.4 % 1.6 % 0.2%Other Ethnicity 10.9 % 7.7 % 28.7 % 53.2 %
District 1 District 2School 1
(Treatment)School 2 (Control)
School 3(Treatment)
School 4(Control)
Percentage eligible for free and reduced price lunch
12.0 % 7.0 % 68.0 % 72.0 %
Table 1: Ethnicity distribution among schools
Table 2: Free/Reduced price lunch among schools
Retrieved on 2009 from http://www.schooldigger.com/
School Characteristics 2007
SOPA Rating: Junior Novice Level
Junior Novice-High = 3Junior Novice-Mid = 2
Junior Novice-Low = 1
School 1
Statistics
N Min. Max. Mean Median Mode Variance
Std. Deviation
Oral Fluency 43 1 1 1.00 1.00 1 .000 .000 Grammar 43 1 1 1.00 1.00 1 .000 .000 Vocabulary 43 1 1 1.00 1.00 1 .000 .000 Listening Comprehension 43 1 2 1.02 1.00 1 .023 .152 Valid N (listwise) 43 -- -- -- -- -- -- --
Research Results
100
Oral Fluency
Jr. Novice-Low
100
Grammar
Jr. Novice-Low
100
Vocabulary
Jr. Novice-Low
97.7
2.3
Listening Comprehension
Jr. Novice-Low
Jr. Novice-Mid
School 1
School 3 Statistics
N Min. Max. Mean Median Mode Variance
Std. Deviation
Oral Fluency 32 1 2 1.16 1.00 1 .136 .369 Grammar 32 1 2 1.19 1.00 1 .157 .397 Vocabulary 32 1 2 1.16 1.00 1 .136 .369 Listening Comprehension 32 1 2 1.16 1.00 1 .136 .369 Valid N (listwise) 32 -- -- -- -- -- -- --
School 3
SOPA Findings: Year 1
In schools with a non-intensive Chinese program (90 min./week) in kindergarten and first grade…Students score at the Junior Novice Low level at the end of Year 1
Complete oral proficiency assessments of students at regular intervals (depending on intensity of program)
Values oral proficiencyDemonstrates program outcomes to
student, parents, and community
Recommendations
Become familiar with summative oral proficiency assessments that are available for different levels and purposes:
ELLOPA www.cal.org/ela SOPA www.cal.org/ela NOELLA casls.uoregon.edu/noella.php
Recommendations
Train teachers in the use of summative oral proficiency assessments They will value oral proficiency They will focus on developing students’
oral proficiency They will integrate measures of authentic
oral assessment into the classroom
Recommendations
Use available resources for training teachers in oral proficiency assessment: ELLOPA and SOPA:
www.cal.org/ela
Recommendations
SOPA will be administered:– at the end of Year 3 (Grade 2)– At the end of Year 4 (Grade 3) pending funding
– At the end of Year 6 (Grade 5) pending funding
Data will be analyzed to explore differences in results over time and between schools
Plans for Future Research
Other oral proficiency assessments will also be used:– National Online Early Language Learning
Assessment (NOELLA) At the end of Year 4 (Grade 3) pending funding
At the end of Year 6 (Grade 5) pending funding
– Teacher Observation Matrix (based on the SOPA) TOM-SOPA
In Years 4-6 (Grades 3-5) pending funding
Plans for Future Research
Questions?
Assessing Chinese Language Proficiency in Young Students:
Strategies and Results
Claudia Navarro-Villarroel
National K-12 Foreign Language Resource Center
Iowa State University, Ames, Iowa
Marcia H. Rosenbusch, Director
National K-12 Foreign Language Resource Center
Iowa State University, Ames, Iowa
Chengbin Yin, Project Coordinator
Chinese K-5 Curriculum Project
Center for Applied Linguistics (CAL), Washington, DC