Scenario A – Sample Response
- 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
Imagine you were in Louis’ position. What type of assessment might you use? How would you develop this assessment and why would you do it this way?
- In this situation, I would create a summative assessment in which students select a product or service to market in a French-speaking country. I would create this assessment using the principles of backward design, making sure that the assessment allows students to show that they have met the course objective of presenting a business plan in this context. This approach to assessment helps me determine what my students can actually do with the language relative to their goals and then allows me to provide instruction that will help them perform their best on the assessment.