Sample Response – Heritage
- FLAD
- Foreign Language Assessment Directory
- Understanding Assessment Tutorial
- Introduction
- Validity
- What do I want to know?
- What skills do I want to measure?
- What is the intended purpose of the test?
- How will I use the test results?
- What information will the test provide?
- Show what you know!
- Puzzle Piece
- Reliability
- What is the relationship between reliability and validity?
- How do I determine if a test is reliable for my situation?
- What could affect reliability?
- Show what you know!
- Puzzle Piece
- Practicality
- Do I have the resources to use this test in my classroom?
- What are the practical considerations for test administration?
- What are the practical considerations in scoring a test?
- Show what you know!
- Puzzle Piece
- Impact
- What are the possible effects of a test?
- What does positive washback look like?
- What does negative washback looks like?
- Who will be affected?
- How will different stakeholders be affected?
- Show what you know!
- Puzzle Piece
- Putting It All Together
- Needs Assessment
- Resources
- Heritage Language Assessment Module
- Introduction
- Linguistic Characteristics and Considerations
- Cultural Characteristics and Considerations
- Factors in Language Development
- Program Types
- Implications for Assessment
- Show What You Know!
- Assessing HLLs: The Why
- Assessing HLLs: The What
- Placement Tests
- Formative Assessment
- Summative Assessment
- Examples of Effective Assessment Tasks
- Summary of Best Practices
- Show What You Know!
- Assessing HLLs: The How
- Needs Assessment
- Selecting Assessments
- Modifying Assessments
- Developing Assessments
- Show What You Know!
- Putting It All Together
- Resources
- Introduction
- Post-Secondary World Language Assessment Module
- Introduction
- Proficiency
- Acquiring Proficiency
- Proficiency Levels
- Proficiency-Based Approach to Assessment: The What
- Proficiency-Based Approach to Assessment: The Why
- Proficiency-Based Approach to Assessment: The How
- Types of Assessments
- Summary of Best Practices
- Show What You Know!
- Placement Testing
- Placement Testing: The Why
- Placement Testing: The How
- Types of Assessment Tools and Approaches for Placement
- Selecting Placement Tests
- Additional Considerations
- Using Placement Test Results
- Summary of Best Practices
- Show What You Know!
- Assessment Plans
- Assessment Plans: The Why
- Assessment Plans: The How
- Aligning Assessment with Instruction
- Performance-based Assessment Tasks
- Designing Performance-based Assessment Tasks
- Scoring Performance-based Assessment Tasks
- Using Integrated Performance Assessments
- Designing Integrated Performance Assessments
- Intercultural Communicative Competence
- Assessing Intercultural Communication
- Assessing Cultures
- Assessment and Program Articulation
- Summary of Best Practices
- Show What You Know!
- Putting It All Together
- Resources
Question A
I heard someone say they took a different test than mine, and that doesn’t seem fair to me. Can I take the other test?
- Everyone’s test is a little different because each person can choose which questions they want to answer. This helps tailor the test to you! So, while everyone’s test is different, there’s not actually another test to take.
Question B
I don’t think the score that I got on this test is accurate. Could you please re-score it?
- I appreciate your concern. Last summer, I attended a two-day training session where I learned how to use a rubric to rate students’ writing responses on this test. To make sure I’m consistent, I still refer back to the anchor papers from that training when I am uncertain. Here is a copy of the rubric and the anchor papers with the same rating as yours. Take a look at them, and let me know what you think!
Question C
I was having a bad day, and I know I did not do as well as I could have on that rest. Could I re-take it?
- This test gives the same result each time unless you have learned something new since the last time you took it. If you did, it would show me that you had studied since you took the test, which is good, but that wouldn’t be fair to the other students! What else do you think you could do to show me and your parents that you know this material?
For more heritage learner scenarios, see the Heritage Language Assessment Module.