1. GALAL WALKER NEALRC OHIO STATE UNIVERSITY IFLE 2015 WASHINGTON, DC MARCH 2015 Assessing on the Periphery of an Advanced Chinese Language Program

2. Learning a foreign language has value. Categories of language difficulty

3. 3

4. Learners Who Can be Assessed at Advanced Levels Learners born into families that use the language Learners who have spent extended sequences in countries or communities that use the language  Ex-pat families  Extended work or research in the language region  Missionary Learners who participate in extended programs of language study in secondary, university, or governmental programs

5. What Proficiency Ratings Do Not Do provide universal metrics: ACTFL, FSI, DLPT and a variety of online tests are not cross referenced indicate an area of expertise represent specific communication skills (e.g., conversation) Indicate strengths and weaknesses

6. Features of New Assessments in CFL Ubiquitous Transparent Low stakes Inexpensive / free Function oriented Informs the learner Informs the program Informs the consumer “””” Informs the learner Informs the program Informs the consumer

7. Ubiquitous Assessment instrument can be readily accessed by assessee, evaluator, and consumer Assessment instruments can be readily accessed by:  Assessees  Evaluators  Consumers

8. Transparent The results of the assessment are available The evaluation can be inspected The assessed performance can be accessed Portfolio archives of test scores and performances Fast returns to an assessment event Offer explanation for scores

9. Low stakes Available for placement and progress indicators Inexpensive Pegged to standards, but not the standard Low Program and/or personal fees Provide an indication of future performance on high-stakes assessments Shareable

10. Inexpensive Available to learners and programs at every stage of language learning careers Free Low program fees Paid for by institutions Paid for by consumers

11. Function oriented Test items reflect practical uses of the language Contexts and tasks are recognizable communication events

12. Informs learner Learners can access results and evaluations Learners can track themselves Learners can interpret results according to program standards or other standards Learners use assessment as a tool in the management of their Chinese language learning career

13. Informs program Program can accumulate performance data Programs can compare performance data Program can compare performances at different stages One aspect of a program that is focused on developing advance communicators in Chinese language and culture is the accumulation of progress data, the refinement of learner demographics and profiles, and the reporting of comparable and typical learning patterns.

14. Informs consumer Consumer can easily interpret results CFL learners have been trending toward career-oriented motivations for over a decade. Once we know where our students go to use their CFL skills post- program, we can develop ways to communicate CFL achievements in a meaningful way. Test scores do not give the consumers meaningful information; they need ready transparency.

15. TRANSPARENT UBIQUITOUS CUSTOMIZED Performance Portfolios: Going beyond the program

16. Transparent Test performances can be accessed Evaluations can be analyzed Types of evaluators can be identified Differences over time can be tracked

17. Customized For consumers for domain For instructors by content For learners to gauge progress

18. INCREASE READING IN DOMAINS FOCUS ON VOCABULARY FEED BACK TO INSTRUCTOR FEEDBACK TO LEARNER CAVO in Building and Assessing Vocabulary Knowledge

19. Ubiquitous Assessment instrument can be readily accessed by assessee, evaluator, and consumer http://fanping.org http://chineseflagship.osu.edu/ http://cavo.nealrc.org/

21. Ubiquitous These tools can be readily accessed by users without registration o Chinese Vocabulary Frequency Analyzer o Chinese Dictionary search o Demo

22. Chinese Vocabulary Frequency Analyzer http://cavo. nealrc.org/

23. Chinese Dictionary (fuzzy search) http://cavo.n ealrc.org/

24. Demo Test http://cavo.ne alrc.org http://cavo.ne alrc.org

25. Ubiquitous For the registered learners, they can take standard tests and custom tests designed by their instructors anywhere they can access the Internet. http://cavo.nealrc. org/ o Chinese- Pinyin Test o Chinese- English Test o Chinese- Chinese Test o Custom Test

26. Ubiquitous Registered instructors, can compile custom tests from anywhere on the Internet. http://cavo.nealrc. org/

27. Transparent The results of the tests are available to the learners.

28. Transparent The test record is available for the examinee to review. http://cavo.nealrc. org/

29. Transparent The instructor has access to the students’ records of assessment in his/her program. http://cavo.nealrc. org/

30. Transparent The instructor can manage and edit learners’ profiles within his/her program. http://cavo.nealrc. org/

31. Transparent The instructor can manage and edit the information of the custom tests. http://cavo.nea lrc.org

32. Low stakes Available for placement and progress indicators There is no limit for students to take the standard vocabulary tests. CAVO provides students with an indication of their performance and give students an opportunity to improve their performance The student can monitor his/her progress. It is free.

33. Low stakes CAVO system classifies the difficulty level of vocabulary by the data of tests. Test bank initialization Assignment of CAVO level from 1~4 with difficulty in ascending order Test bank calibration After collecting many test records, calibrates the test bank based on pass rate

34. Low stakes Pegged to standards, but not the standard Database Integration Procedure

35. Informs learner Learners can track themselves Learners can interpret results according to program or other standards http://cavo.nealrc. org/

36. Informs program Program can accumulate performance data http://cavo.nealrc. org/

37. Thank you! Galal Walker, walker.17@osu.eduwalker.17@osu.edu