1. This webinar will start promptly at 3:45pm
Welcome to 'Applying the VCAA online Language Assessments in your classroom'
This webinar will start promptly at 3:45pm

2. Going further: Using the Language Assessments
Victorian Curriculum F-10 and Languages Units
ACER

3. PRESENTERS VCAA Languages Unit: Maree Dellora F-10 Unit: Craig Smith
ACER
Fusae Nojima: Project Director
Scott Haines: Online Support Coordinator

4. Contents Overview Introducing the language assessments
New features in online report (web tour)
Applying the language assessments in your classroom
Contacts

5. Overview
The Language assessments are a free online resource for teachers
They are available in eight languages (Chinese, French, German, Indonesian, Italian, Japanese, Modern Greek, Spanish)
They provide quick, formative assessments of students receptive skills of listening and reading

6. Overview The Language assessments are suitable for levels 5-6 onward
can be used any time, but probably best in Term 1 and to retest late in Term 3
are low-stakes assessments for teacher use only
provide student results immediately.

7. Introducing the Language Assessments
Multiple-choice format
Assess receptive skills only
Automatic scoring
Interactive online reports

8. Go to poll
Who has registered to use the Language Assessment resources?
If so, which Language?
Has anyone used them with their class?

9. Web tour Demonstration of an online test
Demonstration of the new features of the online report (available for French, Japanese and Italian)

10. Applying the language assessments in classroom
Snapshot of student progress in listening and reading
Useful diagnostic tool (for formative assessment)
We can show you how you could use the language assessments in your classroom. But before that, we would like to introduce the underpinning concept of the language assessments.

11. Why do we assess student learning?
Assessment is sometimes designed to improve students’ learning and at other times to rank them or certify their competence
Assessment activities help learning if they offer feedback to pupils to assess themselves and other students
Assessment can also be used to
modify the Language teaching
and learning activities
Effective assessment helps raise
levels of student achievement in the target language

12. Achievement standards
Achievement standards as a continuum of language learning, not an age-determined set of expectations
F–10 Sequence: the first achievement standard for Languages is provided at Foundation–Level 2 and then at Levels 4, 6, 8 and 10.
7–10 Sequence: the first achievement standard is provided at Level 8 and then at Level 10
Reporting to be against the
achievement standards
Using assessment to adjust
teaching

13. Demonstrating achievement
The achievement standards outline what the student is able to do
Students demonstrate what they are able to do through the products they present for assessment

14. Assessment of Languages
Assessment to be part of teaching and learning program design
Give students clear criteria (such as a rubric)
Students discuss assessment criteria
Collect evidence over time from a range of activities and sources
Important to monitor every student’s progress along the Language continuum
These Language Assessments are a valuable tool for formative assessment

15. Alignment with the Victorian Curriculum F−10
How do the Language Assessments align with the Victorian Curriculum for Languages?
Which content descriptions cover the skills needed to respond effectively to Listening and Reading tasks?
Are any of these skills reflected in the Achievement standards?

16. Working with the language assessments
- Assessments are designed to help teachers not only to find out what students know and can do, but also to map where a student’s current knowledge ends

17. The Language Assessments: Underpinning concept
Raw scores cannot be compared across those who have done different assessments.
Using the Rasch model, the items used in the assessments (in all levels) are calibrated on the common scale (scale scores developed).
It is now possible to compare results of the students who have taken different levels (e.g., Reading A and then Reading B)
e.g., You can compare the results of your students who have taken the same assessments (e.g., Reading A only). However, if you give your students increasingly difficult assessments to cater their learning progress, you will not be able to compare their results.

18. Case One
Same student with repeated test form (e.g., Listening A, Listening A)
Scott: Show the online report (group report)
Fu: We can compare the results of a student who have done Listening A in Term 1 and again in Term 3. This comparison is also possible with raw scores.

19. Case Two
Same student with increasing assessment level (Reading A, Reading B, and Reading C)
Scott: Show the individual report – sorting option by classification
Fu: It is possible to compare the results of a student who have done Reading A in Term 1, Reading B in Term 4 and Reading C in the following year.

20. Case Three
Class performance (e.g., Listening B in Term 2 and Listening C in Term 4)
Scott: Show the group report chart.
Fu: You can see the results of the students in your class (classroom performance).

21. Questions

22. Help Page User Guide account set up instructions video demonstrations
Language assessments
FAQs
Recommended levels
Audio transcripts

23. Questions
Final questions

24. Support to get started
If you have any questions about how to register, create student lists, assign tests or any other questions how to get started, please contact: ACER Helpdesk T E.

25. Curriculum support for Languages
For Languages, contact Maree Dellora, Manager, Languages Unit E. T For F-10 curriculum, contact VCAA F-10 Unit: E. T