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This joint ACTFL/CAL session introduces two exciting online training resources: ACTFL’s online professional development component on the ACTFL Proficiency Scale, National Standards and Performance Guidelines for K–12 Learners; and the CAL Web-based Oral Proficiency Assessment training course for Chinese teachers (WOPA-C). ACTFL’s CEU-bearing professional development component supports standards-based instruction and assessment in the classroom and provides an intellectual framework for the AAPPL (ACTFL Assessment for Performance and Proficiency of Languages), a media-rich, highly realistic assessment of the four skills across three modes of communication. The WOPA-C includes assessment resources, rubrics for Chinese, and training in how to administer and rate two oral proficiency assessments, ELLOPA (Early Language Listening and Oral Proficiency Assessment) and SOPA (Student Oral Proficiency Assessment).
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AAPPL
What is AAPPL?
ACTFL
Assessment of
Performance toward
Proficiency in
Languages
AAPPL
Based on the National Standards for Foreign Language Learning (5 C’s)
Test of academic Chinese
Curriculum linked
Culturally rich featuring people, practices, history and that which is in the Chinese peoples’ consciousness
AAPPL
Media rich On-line AAPPL assesses:
• Interpersonal Listening/Speaking• Interpretive Reading• Presentational Writing (using pin yin)• Interpretive Listening
AAPPL provides
Reports on the ACTFL Performance Guidelines for K-12 Learners.
AAPPL targets levels and probes above level to establish ceiling.
4 Gradations of Novice 5 Gradations of Intermediate (including Pre-
Advanced) A narrative explaining the scores and
making recommendations for growth toward proficiency
A model of how to use language meaningfully at even Novice levels
Tasks
All related to a curricular area (social studies, language arts, math, science, etc.,)
Targeted level (Novice-Advanced) Real-world Educational “Bridge-building” Replication of best-practice instruction
AAPPL experience
Students are ENGAGED!
Students sit at a computer with headset and microphone.
Students enter a self-contained role-play.
Students play themselves (students of Chinese in best-practice Chinese-as-a-foreign-language classroom).
Meet the teacher
The teacher hosts the test
She sets up each task.
She explains the real-world purpose of each task.
She tells you who benefits from doing the task.
She explains how to respond to each task.
AAPPL Response types
No traditional question-types (no MC, fill-in the blank)
Three ways to respond:
Compose
Create
Converse
Compose
Make a poster for the classroom Write in your journal Write an e-mail Send a text message
Create
• Drag and drop• Select picture• Edit audio/video files
Converse
Talk to people in China via video chat Talk about many different topics
AAPPL Professional Development
“From Performance to Proficiency”
Continuing education credits (est. 15 hrs)
Self-study, modular
On-line, on-demand
Interactive
Modules 1-5: The Intellectual Framework
National Standards
Communication
Cultures
Comparisons
Connections
Communities
ACTFL Performance Guidelines for K-12 Learners
ACTFL Proficiency Scale
Performance and Proficiency Testing
Text-Task Leveling
Modules 6-9
Using the AAPPL System to administer tests and review results
A preview of AAPPL Tasks
AAPPL Rubrics
Putting it all together
Coming Fall 2011
Stop by the Language Testing International (LTI) Booth today at NCLC for a demonstration!
Stop by the booth at ACTFL 2011 in Denver, November 18-20, 20011
Visit www.aappl.org
