1. FLT 808 – Assessment in FL Laureen Davison
Assessment Project
FLT 808 – Assessment in FL
Laureen Davison

2. Background Information: Target Population, Purpose & Source
PowerPoint (or like)
Unit Grammar Test
Target Population:
Spanish II, high school setting, average student years old
Purpose:
Formative assessment
Summative assessment
Sources:
Students were to use personal experiences which covered events that occurred in the past – events where to be able to fall under the category of “Cuando era niño(a)”
The majority of the sentences came from the students’ presentations.

3. Overall Design: PowerPoint (or similar) Grammar Test:
Language skill(s):
to assess ACTFL presentational speaking standard
to assess students abilities with a grammar functions on verb tenses
Objective:
To assess proficiency level of ACTFL benchmark skill – Presentational Speaking
To assess achievement level of abilities and understanding of the imperfect and preterit verb tenses

4. Overall Design: Operations:
PowerPoint (or similar)
Grammar Test:
Content:
Descriptions or explanation of activities or events that took place when the student was younger.
Multiple choice answers to construct/ complete sentences
Gap filling w/correct verb conjugations in sentences
Translation of simple sentences from Spanish to English; from English to Spanish
Identification/explanation of written tense
Type of text:
Self-written sentences
Pre-written compound sentences showing two actions

5. Overall Design: Operations (cont’d)
PowerPoint(or similar)
Written Unit Test
Addressees of text:
Non-native classmates
Non-native students
Length of text:
8-10 slides with 2-3 sentences per, minimum 10 pictures
sentence format; complete test – four pages
Topics:
Anything pertaining to your childhood
Past events/actions
Structural range:
Preterit and Imperfect verb conjugations

6. Overall Design: Operations (cont’d):
PowerPoint (or similar)
Grammar Test:
Task/Items types and numbers:
Task/Item types and number:
20-30 Descriptive sentences about the past – beginning with the phrase “Cuándo era niño(a)…(When I was a child….)
Multiple choice – 21
Gap filling – 22
Translation – 6
Identification - 10
Response format:
In class presentation of PowerPoint
Sentence completion
Scoring or rating:
Rubric
Multiple choice and fill in the blank – objective scoring (43 items)
Translation and identification – subjective scoring (11 items)
Reporting/Feedback:
Via comment application of PowerPoint
Graded tests returned to the students

7. Administration: PowerPoint (or similar) Unit Written Test Time:
3 to 5 minutes
45 minutes
Proctors:
n/a
self
Physical conditions:
Limited lighting
Quiet atmosphere, good lighting
Required resources:
Required sources:
Computer
Projector
Wireless mouse
Copies of test
Writing implement

8. Analysis & Evaluation Assessment instruments:
Presentation rubric 1 2 3 4
Length-
8-10 slides; 2-3 sentences per slide (total sentences)
Less than 8 slides; less than 20 sentences
Less than 8 slides OR less than 20 sentences
More than 8 slides OR more than 20 sentences
More than 8 slides AND more than 20 sentences
Pictures
Less than 1 photos per slide
1 or more photos per slide
Pronunciation
/fluency
Significant interference from L1
Noticeable interference from L1
Occasional interference from L1
Rare
interference from L1
Correct usage of Imperfect &
Preterit sentences –
Incorrect usage and conjugations in both tenses
Correct usage or conjugations in one of the tenses
Correct usage or conjugations of both tenses
Correct usage and conjugations in both tenses
Comprehension -
Many errors interfered with understanding
Many errors occasionally affected understanding
Occasional errors; understanding not affected
Few errors; understanding not affected

9. Analysis & Evaluation Assessment instruments:
Unit Test -

10. Analysis & Evaluation Assessment instruments:
Unit Test (cont’d) -

11. Works cited:
Bex, M. (n.d.). Retrieved from
Hughes, A. (2003). Testing for Language Teachers. Cambridge: Cambridge University Press.
Understanding Proficiency. (n.d.). Retrieved from Language Testing International:
(2016, April 17). Retrieved from
(n.d.). Retrieved from