Analyzing a modern language test

There are numerous ways to analyze a modern language test.

1. Identify what different “skills” are being tested such as  speaking, listening, reading, writing, culture, vocabulary and grammar.  How many points are allocated to each? How many points are there cumulatively in each skill area? What does that show about the test’s priorities?  If listening is a total of 20 points but grammar is 50 points, then the test is predominantly a grammar test. If grammar and vocabulary outweight the other skills than the test is definitely not communicative.

2. Identify how each part is scored.  For example, if students have to write out an answer and each answer is worth eight points, how many points are given for answering the question (content), for vocabulary, and for grammar?  If grammar is five points, content two and vocabulary one, then the test evaluates grammar, not the communication of  ideas.

3. How much of the test is contextual or situational based as opposed to discrete unrelated  items? Test items such as He  _____ (to work),  She ______(to cook) are only connected by being verb conjugations. These same items could be used in a realistic conversation in which students complete a conversation by conjugating the verbs, sometimes in statements and sometimes in questions.

4, Do students answer questions that relate to their own lives? Often students have a writing part on a test but do those questions allow them to tell about their own lives? Are stipulations put on the writing such as include three -er verbs, include a place, and include an occupation so that the writing is forced? Are students encouraged to think on their feet by answering questions for which they did not prepare or is the writing part a writing out of a memorized writing?

5. How much of the test involves the students  reading and writing items in sections that are not labeled as the reading or writing category? Listening comprehension can be based on a picture with multiple choice short answers such as “How many computers are in the room?  A-two B-twenty  ….” or listening comprehension can be tested by giving the students four full sentences from which to select.  The second  method changes the listening comprehension to include a reading component. Students can write out numbers without having to write out a full sentence, especially if points are taken off for grammar writing points. Each category should be as purely that skill as possible without depending on other skills otherwise the teachers can not identify what the results signify.  In addition, reading and writing are the least used skills in normal communication while listening and speaking can count for up to 70% of normal communication. Does the test represent that real life percentage?

6. What percentage of the test is in English? How many questions involve translation from English to the modern language? Prompts for writing, in English, such as “tell your age, where you live” cause the students to translate. Likewise, a vocabulary exercise such as ” tall =, ”  relies on translation. Is there a modern langage reading passage that students answer in  English?  The greater the test percentage is in English, the less the students use the  target language.

7. Does the test assess the the most common verbs and the most common vocabulary according to the 100 most common verbs and 100 most common words lists? Does the test focus on everyday common use of the language or on specific irregularities, exceptions, or non-critical words? Likewise, does the test evaluate the most common language functions like  “I would like…”, “I’m sorry”,  and “Really”? If students were in the targe language country, they would use many of these functions each day.

8. What does the test score tell the teachers about the students’ ability to communicate in the language? How closely does the test reflect the NCSSFL-ACTFL Can-Do Proficiency statements?  Teachers can label each test section with the specific proficiency statement.

What does your test analysis reveal?

At http://bit.ly/tpthtuttle,  I have 30+ ready-to-use activities (about 24 for Spanish and 6 for all Modern Language) to develop student’s spontaneous speaking starting with highly structured or scaffolded speaking. Students work in pairs to communicate and they usually assess each other in a formative assessment manner.

My ebook, Modern Language Proficiency: Can-Do Strategies is available at  http://bit.ly/tsmash.  It contain many activities to help students advance through the Can-Do statements with half the activities focusing on interpersonal communication/ speaking.

At http://bit.ly/tpthtuttle, there are four modern language culture inquiry activities and one Spanish culture inquiry activity.  My ebook, 90 Mobile Learning Modern Language Activities ebook contains many communicative and cultural activities, http://bit.ly/tsmash

Communicative Consistency in Quizzes and Tests

Backward Design stresses that modern language teachers establish the ending goal and then work backward so that all instructional elements support the ending goal. Sometimes, modern language  teachers who teach in communicative manner may not test in a communicative manner; they may need to re-examine their quizzes or tests.

During the past year, I have tried to make my teaching more aligned with NCSSFL-ACTFL Can-Do proficiences. As I have examined my quizzes and tests, I discovered that these evaluations have been very traditional and have not measured proficiency. They tested discrete grammar or discrete vocabulary.  Students can know the discrete grammar or vocabulary and not be able to communicate.

I have transformed my quizzes and tests from the old discrete testing to a more proficiency based testing  by using three categories of testing: multiple choice responses; fill in the blank in a conversation; or an oral conversation. A multiple choice response quiz starts with a common statement or question  in the target language and the students select the appropriate target language response from the choices. A sample question may be  “What is your name?  A-Well   B-Pleased to Meet You   C- 15 years old   D-Ana”  Each statement is based on a specific Can-Do statement.

The fill in the bank conversation resembles a real conversation. In this written target language conversation, certain words have been omitted.The students have to write out the missing  target language word/words as in this example “Paco:  _______ is your class?        Nilda:  It is at nine o’clock.” The conversation often includes ten blanks for the students to complete. The conversation includes several Can-Do proficiencies.

The third choice is for students, in pairs, to have a target language conversation based on specific Can-Do  proficiencies.For example, as students practice greeting a person, introducing themselves, introducing someone else, and saying goodbye, I walk around the room to assess their conversation. It may take me several classes to listen to each pair.

Students perceive each of these assessments as part of the normal class. These quizzes are another form of the communication that takes place in the class.

How well do your quizzes show your students’ communicative proficiency?

At http://bit.ly/tpthtuttle,  I have 30+ ready-to-use activities (about 24 for Spanish and 6 for all Modern Language) to develop student’s spontaneous speaking starting with highly structured or scaffolded speaking. Students work in pairs to communicate.

My ebook, Modern Language Proficiency: Can-Do Strategies is available at  http://bit.ly/tsmash.  It contain many activities to help students advance through the Can-Do statements with half the activities focusing on interpersonal communication/ speaking.

At http://bit.ly/tpthtuttle, there are four modern language culture inquiry activities and one Spanish culture inquiry activity.  My ebook, 90 Mobile Learning Modern Language Activities ebook contains many communicative and cultural activities, http://bit.ly/tsmash

My Improving Foreign Language Speaking Through Formative Assessment and a general Formative Assessment book are available at http://www.routledge.com/books/search/author/harry_grover_tuttle/

 

Modern Language Student Placement: Best Results with Can-Do Statements

Often modern language teachers have entering students from other locations and the teachers are not sure of the students’ placement.  For example, at a college level, entering modern language students might be screened by the number of years of language prevously taken. This diagnostic screen may not reveal the students’ appropriate placement since not all schools teach the same thing at the same levels.  Another popular screening technique is to ask students questions. Many students panic when they hear the language being spoken after no hearing it all summer and often they  cannot answer questions. These oral questions may not provide a correct placement.

The most reliable diagnostic screening is for modern language students to complete the NCSSFL-ACTFL Interpersonal Communication (Speaking) Can-Do Statements. They put a slash for each proficiency that they can do. If they find whole sections that they cannot do, they put a large dash (–) in front of the section.  Within five to ten minutes, the students have self-evaluate their language proficiency. If students know that in a beginning college course they will cover 80% of the Novice level and the students already know 50% of the Novice level, they realize that they do not belong in a beginning course. They voluntarily transfer to a higher level.  Other students become aware that they do not have the Can-Do statements as active proficiencies.

How do you properly place entering modern language students?

My ebook ,Modern Language Proficiency: Can-Do Strategies is available at  http://bit.ly/tsmash

At http://bit.ly/tpthtuttle, there are four modern language culture inquiry activities and one Spanish culture inquiry activity.  My ebook, 90 Mobile Learning Modern Language Activities ebook contains many cultural activities, http://bit.ly/tsmash

Also, at the same site,  I have 30+ activities (about 24 for Spanish and 6 for all Modern Language) to develop student speaking through highly structured or scaffolded, speaking. Students work in pairs.

My Improving Foreign Language Speaking Through Formative Assessment and a general Formative Assessment book are available at http://www.routledge.com/books/search/author/harry_grover_tuttle/

NCSSFL-ACTFL Can-Do Statements: How Proficient are your Students?

My slideshare in which I describe what the NCSSFL-ACTFL Can-Do Statements are, their benefits and suggestions for use based on my classroom use of them.

http://www.slideshare.net/hgtuttle/ncssflactfl-can-do-how-proficiency-are-your-students

My two ebooks,Modern Language Proficiency: Can-Do Strategies and  90 Mobile Learning Modern Language Activitiesare available at http://bit.ly/tsmash

At http://bit.ly/tpthtuttle, there are four modern language culture inquiry activities and one Spanish culture inquiry activity. Also, at the same site,  I have 30+ activities (about 24 for Spanish and 6 for all Modern Language) to develop student speaking through highly structured or scaffolded, speaking. Students work in pairs.

My Improving Foreign Language Speaking Through Formative Assessment and a general Formative Assessment book are available at http://www.routledge.com/books/search/author/harry_grover_tuttle/

 

Beginning of Year Modern Language Review for Upper Levels

Many modern language teachers start off the school year with a review for their Level 2, 3, 4 and 5 students . Usually, these teachers have the students review grammar or vocabulary. Often, the  teachers focus on the subgoal of learning vocabulary and grammar but not on the big goal of improving oral communication;  the teachers can begin the year with a review of oral communication. ACTFL Proficiencies and, particularly, the Can-Do Proficiency Statements focus on communication, not discrete grammar or vocabulary.   For example, modern language teachers can have their students work in pairs. One student in the group asks a common topic from a communication card. such as home, school, leisure time activities, food, etc. The partner answers the question and the asking student verifies that the answer is close to the written most likely answer.  When the teacher has the students review the communication cards, the students are also reviewing vocabulary and grammar but they are reviewing vocabulary and grammar in context of meaningful communication.

Another activity involves the students looking at a picture for a common topic such as home, school, leisure time activities, food, etc . The students either ask questions about the picture that their partners answer or they  role play two people in the picture.

In addition, as students who are involved in the communication activities mark down how many sentences their partner says or asks and their partners write the same thing for them. In this way the students are also reviewing their fluency to see if they’re at the same high level of fluency that they were at the end of the last year. They set their base line for improvement for this year.

Students want to find out about each other and they like to ask questions about interesting target language pictures; such communication activities allow them to do that. Students like to compete against their own fluency scores.  Students often become bored by doing  isolated non-contextual grammar or vocabulary review activities.

At http://bit.ly/tpthtuttle, I have 30+ activities (about 24 for Spanish and 6 for all Modern Language) to develop student speaking through highly structured or scaffolded, speaking. Students work in pairs.  Also, there are four modern language culture inquiry activities and one Spanish culture inquiry activity at  the same location.

Two ebooks, 90 Mobile Learning Modern Language Activities and Modern Language Proficiency: Can-Do Strategies, are available at http://bit.ly/tsmash

My Improving Foreign Language Speaking Through Formative Assessment and a general Formative Assessment book are available at http://www.routledge.com/books/search/author/harry_grover_tuttle/

 

Reflection on Students’ Modern Language Success Using Can-Do Statements

Although I try to reflect during the semester/ year on what I can do to improve my students’ modern language  success, I find that the end of the semester/year allows me a bigger picture of their success. This semester I gave  the NCSSFL-ACTFL Can-Do Statements to my college beginning Spanish students at the start of the semester. I used a reformatted form which had the Novice Level on one side and the Intermediate on the other. Students checked off what they felt they could do.

During the course, I extended the textbook material  to cover the Can-Do Statements. I modified the tests to include more assessment of these Statements. I gave them the NCSSFL-ACTFL Can-Do Statements at mid-point for their self-assessment.  Many students, especially students who had never taken a language before, were amazed at their progress. They realized that they still had much to learn before they could function in many world situations.

At the end of the semester, I gave out the Can-Do Statements for self-assessment again.  I asked the students to comment on their ending results. All students had mastered at least 85% of the Novice level. They could not do the statements that requirement different tenses since we only cover the present tense in beginning Spanish.  Many could do numerous statements on the Intermediate Level. They were very aware of their language growth in the course. I gave a supplementary speaking final to assess how well their self-assessment was realistic. 95% of the students exceeded my expectations.

The Can-Do Statements provide built-in reflection as to the students’ progress. I have a plan for how to help the students do an even better job of meeting the very real-world Can-Do  Statements. The following ebooks are available at  http://bit.ly/tsmash

90 Mobile Learning Modern Language Activities by Harry Grover Tuttle

90 Mobile Learning Modern Language Activities by Harry Grover Tuttle

Modern Language Proficiencies: Can-Do Strategies

Modern Language Proficiencies: Can-Do Strategies

Modern Language Proficiency: Can-Do Strategies ebook

Modern Language Proficiency: Can-Do StrategiesModern Language Proficiency: Can-Do Strategies by Dr. Harry Grover Tuttle provides teachers with many practical classroom strategies so their students can achieve the NCSSFL-ACTFL Can-Do proficiencies of speaking, listening, reading and writing. Half of the 74 readings focuses on improving students’ speaking, the least developed skill in the classroom. Also, the ebook explains how grammar, vocabulary, culture, the textbook and mobile devices help develop proficiency. It contains many mini-assessments. As students do these strategy activities, they climb up the proficiency levels.The ebook contains 40,220 words (the equivalent of a 148 double spaced page book). $9.99   Can be purchased at  http://bit.ly/tsmash

Table of contents:
(Subsection names have been abbreviated.)

Introduction
Proficiency and Can-Do Overview
…….Quotations. Proficiency as Goal. NCSSFL-ACTFL Can-Do Statements. Can-Do for Curriculum.

Interpersonal Speaking
Importance
……..Students’ Definitions. Survival Proficient Speaking. Emotional Conversations. More Speaking. Input or Output.
ACTFL Quality And Quantity
……..90% Modification. Paragraph Length Speaking. 20 Sentences Daily. 8 Minutes of Daily Speaking.
Speaking Decisions
……..Speaking Practice. Grammar to Communication Focus. Mechanical to Spontaneous.
…Modern Language Methods-Practical Ideas
……..Consistency in Learning. Movement. Intensity of Learning. Increased Verbal Interaction. Student Participation Increase. More Frequent Participation. Grammar Transformation to Spontaneous Speaking. Technology Guidelines.
...Strategies for Developing Spontaneous Speaking
……..Flexible Sentences. “Find Someone Who” Variations. Scaffolding Through Questions and Answers. Speaking Mats. Visual Context. Extension of Speaking. Verb Variety Increase. Role Play. Paired Speaking.
...Oral Assessment
……..Formative Assessment. Daily Speaking Assessment Sheets. Pre- and Post-Assessment. Proficiency Coupons. Proficiency Certificates. Timed Oral Fluency. Speaking on the Final. Grades and Proficiency. Student Learning Object (SLO). Institutional Assessment. Advocacy Through Proficiency.

Listening
……..Yes/No. Interactive Listening. Information Listening. Actions. Cultural Listening.

Reading
……..Sequencing Slips. True/False. Reading Recall. Reading Comprehension in the Modern Language. Comprehension Techniques. Difficult Comprehension. Purposeful Reading. Graphic Organizers. Authentic Text.

Writing
……..Writing Structure. Question Answering. Writing Expansion. Purposeful Writing with Prompts. Visual Story. Online Collective Story.

Culture
……..Promote Positive Feelings. Critical Culture. Culture as Prompts. Mobile Integration.

Vocabulary
……..Personally Useful. Critical Conversational Vocabulary. 10 Second Vocabulary Learning.  Visual-Based. Long Vocabulary List.

Grammar
……..Grammar as Vocabulary. Color Coding. Gestures. Flashcards. Memory Devices. Contrast. Common Forms. PACE Method.

Textbook
……..Tool. Students’ Textbook Dependency. Differences in Textbooks over Years. Beyond the Physical Textbook. QR Code Textbook.

Mobile Devices
……..Categories. App to Speaking. Communication Activities.

Spontaneous Speaking Language Activities
……..Activities for All Languages. Speaking Mats. Role Play. Speed Dating/Interviewing. In-depth Speed Dating/Interviewing. Find Someone Who. Spontaneous Speaking. Grammar to Spontaneous Speaking

Conclusion

Reference

About the Author

Acknowledgments