Elementary Mixed Class
- 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
In this situation, would you…
___ Select an existing assessment?
___ Modify an existing assessment?
_X_ Develop your own assessment?
Provide a few examples of what you might do to support your choice.
If I had enough time before the course began, I would develop my own assessment for a heritage learner audience. Because I’m already in the process of designing the course, I’d want to be certain the assessments work for my lesson plans and this specific learner context before the course began. For example, I could…
- Complete a needs assessment for the class, using what I know already about the course, my experience, and the students
- Reference the existing French world language assessments
- Make decisions about the format, content, and administration of an assessment that integrates what I thought was useful from the world language assessments and the needs of my classroom