1. AAPPL Assessment Follow Up June 2014

3. What is AAPPL Measure? The ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) is a performance- based assessment of standards-based language learning across the three modes of communication (Interpersonal, Interpretive, and Presentational) as defined by the National Standards for Learning Languages.National Standards for Learning Languages AAPPL Measure assesses Interpersonal Listening/Speaking (ILS), Interpretive Reading (IR), Interpretive Listening (IL), and Presentational Writing (PW) in an online format.

4. What is assessed in AAPPL Measure? AAPPL Measure assesses the ability to engage in linguistic tasks on topics of personal, social, and academic relevance across the three modes of communication. Each task, such as writing an e-mail message, video- chatting in the target language, or making selections based on the understanding of something heard, read, or viewed, takes place in the context of the language classroom. AAPPL tasks explore a variety of topics that are familiar to learners through classroom instruction or other language learning experiences, such as school, family, and community. AAPPL Measure resembles a seamless, virtual day in a standards-based classroom.

5. How are AAPPL tasks designed? All AAPPL tasks target a specific major level of language proficiency (e.g., Novice, Intermediate, or Advanced) as described in the ACTFL Proficiency Guidelines 2012 and the ACTFL Performance Descriptors for Language Learners.ACTFL Proficiency Guidelines 2012ACTFL Performance Descriptors for Language Learners The performance tasks are designed to reflect the criteria for the level. For example, all Intermediate Interpersonal Listening/Speaking tasks ask the learner to create with language using sentence-level discourse on everyday topics in predictable contexts. AAPPL tasks are designed to provide multiple opportunities within the same content area to demonstrate ability at the floor level (what the learner can do consistently at that level) as well as multiple opportunities to demonstrate performance at the ceiling level (what the learner cannot do at the next higher level). For the Interpretive modes, the tasks are based on texts from which a reader at that proficiency level is able to derive meaning and therefore should be able to respond to prompts that demonstrate comprehension at that same level. For example, at the Novice level a learner is able to manipulate images to reflect what has been heard, read, or viewed.

6. What languages are assessed in AAPPL Measure? The AAPPL Measure is available in Arabic, Chinese, French, German, Russian, and Spanish. New languages are in development.

7. What grade levels are appropriate for AAPPL Measure? AAPPL Measure is designed for students in 5th grade through postsecondary. The ILS (Interpersonal Listening/Speaking) component of AAPPL is also appropriate for students as low as earlier primary grades in immersion programs, assuming that students have adequate computing skills.

8. How are AAPPL tasks rated? AAPPL Interpersonal Listening/Speaking (ILS) and Presentational Writing (PW) tasks are rated by ACTFL certified AAPPL raters. Raters determine whether the responses within each topical area meet or do not meet the criteria for the level. If each set of responses is at the targeted level, the next step is to determine if it is a minimal or strong performance for the level. If the response is not at the targeted level, the rater determines whether there is some evidence of the criteria for the level or no evidence. The rater therefore has multiple opportunities to evaluate the test taker’s ability across tasks and across topics at one level as well as to evaluate ability at the next higher level. AAPPL Interpretive Listening (IL) and Interpretive Reading (IR) tasks are machine scored

9. How long is AAPPL Measure? The four components of the test take approximately two hours combined. Each component takes approximately 30 minutes and can be administered in one sitting, or in multiple sittings. Students may “quit” at any time, and the test will return them to the point at which they “quit.”

10. Scores The goal of AAPPL Measure is to provide as much useful information to the test taker, instructor, and other stakeholders as possible. AAPPL is a performance-based assessment whose tasks are linked to the 5C’s of the National Standards for Language Learning (Communication, Cultures, Connections, Comparisons, Communities) There is a separate score for each section of the AAPPL: Interpersonal Listening/Speaking Presentational Writing Interpretive Reading Interpretive Listening

11. Scores (cont.) There are three major levels with 9 gradations within the levels. These are: I5 (Advanced), I4, I3, I2, I1, N4 (Intermediate), N3, N2, N1 (Novice).

12. Sample Report

13. Participants and components All four components Spanish II Spanish III Spanish IV German II German III German IV Oral language only Chinese II Chinese III

14. German II

15. German III

16. German IV

17. Chinese II

18. Chinese III

19. Spanish II

20. Spanish III

21. Spanish IV

22. Suggestions from Teachers Spread the tests out over more days. Provide opportunities for the students to practice similar tasks online. Provide more reviews for level 3 and 4 students. Some of the tested material might have been forgotten. Make sure the students have the opportunity to practice using the microphones. Encourage the students to write and speak as much as possible on the tests.

23. Overall Impressions Overall, the tests were challenging but the students enjoyed taking them. The tasks were similar to those that a student might encounter in the real world. Both the students and staff are looking forward to taking them next year to see the growth of the students.

24. Needs Possible Heritage Language course to challenge native speakers. Language lab to incorporate technology and experiences similar to the AAPPL. Time to plan and discuss instructional strategies as a department. More opportunities for students to complete tasks similar to those on the AAPPL tests. More motivation for students to become fluent. Several teachers will attend the state foreign language conference in September.

25. Next Steps Teachers would like to meet quarterly as a group to plan, develop lessons, and identify materials that can help increase the achievement of students. Look at integration of foreign languages into career clusters to provide motivation. Try to provide more opportunities for students to use technology.