1. USING ASSESSMENT TOOLS TO IMPROVE THE TEACHING OF SOUTHEAST ASIAN LANGUAGES

3. WHY WE HATE ASSESSMENT

4. WHAT WE WANT

5. A MODEST PROPOSAL 1.ASSESSMENT LITERACY: HOW TO FISH 2. STAMP: HERES A POLE 3. HOW STAMP IS BUILT: SHALL WE GO FISHING TOGETHER?

8. WHY?WHO?WHAT?FOR WHOM? OPI FINAL EXAM ROLE PLAY STAMP Improve language instruction Students of 13 languages over age 13 highly literate in English Tasks and texts consistent with ACTFL/ILR Guidelines Teachers, students, parents, administrators, policy makers

9. Balanced Assessment Evaluation = Assessment = Testing Multiple measures, judges, purposes A portrait, not just a number Tied to local and personal needs Common goals, diverse evidence

10. BREAK

11. STAMP 101 Created to enable statewide policy Created to enable statewide policy Online: Anywhere, anytime, anybody Online: Anywhere, anytime, anybody Computer adaptive reading/listening Computer adaptive reading/listening Computer assisted speaking/writing Computer assisted speaking/writing

18. Level 3 Level 4

20. SampleWriting/SpeakingItemSampleWriting/SpeakingItem

23. A B+ A- B- C A- B+ SAMPLE Class Reports Page

26. Proficiency Levels by Years (Spanish - High School - 7500 students) 1 year of study 2 years of study 3 years of study 4 years of study

27. BREAK

28. HOW TO MAKE A STAMP Identify intended use (Why, who, what, for whom) Identify key partners (CASLS, COTSEAL, NRCs, etc.) Identify funding source (IRS, overseas govt, NRCs) Write plan/proposal (CASLS, COTSEAL, NRCs) Develop STAMP (Text finders, item writers, programmers, designers) Pilot STAMP (CASLS, language programs) Deliver STAMP (CASLS or Avant Assessment)

32. CARL FALSGRAF 541-346-5715 falsgraf@uoregon.edu