Sample Response – Secondary
- 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 that the test they took was easier than mine. How is that fair? I want to take the other test.
- That’s true! I give different versions of the test to prevent sharing of test questions between classes. Your friend probably took Form A of the test, and you took Form B. However, neither test is harder than the other. Each test contains the same number of easy and difficult questions. In fact, before I used these tests, they were tried out with other students. Those students took both tests and got similar scores on both tests.
Question B
I don’t think the score that I got on this test is right. Could you please re-score it?
- I appreciate your concern. Having accurate ratings is very important to me as a teacher, as well. I have the anchor papers from a training where I learned how to rate this very same test. If you want, we can go over a copy of the rubric and those papers together, and I can explain how I made my decision.
Question C
Mr. Chon, I was having a bad day, and I know I did not do as well as I could have on that test. Could I re-take it?
- I’m glad you’re so concerned about doing well in this class, but I can’t let you take the test again. This test gives the same result each time unless you have learned something new since the last time you took it. Therefore, your grade probably wouldn’t go up if you took it again. If it 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?