Assessment

Assessments that are not genuine are not assessing anything worth assessing. The assessments that I give - reading, writing, speaking and listening - are not necessary for me to know where my students are. I know that through spending time with them every day in class. Assessments do give students an opportunity to use their language skills in a more comprehensive way. (I am very interested in an online system called Expresslab created by a Canadian university but available for use that allows you to create online assessments of various types, store them, etc.)

__Speaking__ 1) One on one conversation with me 2) Observed conversation with another student 3) Recording (Voicethread or other)

__Listening__ 1) Respond to a video 2) Responding to audio 3) Responding to me speaking

__Reading__ 1) Indicating comprehension of written material

__Writing__ 2) Writing based on some prompt

[|ACTFL Proficiency Guidelines] [|ACTFL Proficiency Guidelines Listening.doc] [|ACTFL Proficiency Guidelines Reading.doc] [|ACTFL Proficiency Guidelines Speaking.doc] [|ACTFL Proficiency Guidelines Writing.doc]

[|ILR Proficiency Guidelines]

National Language Service Corps Questionnaire used to assess foreign language proficiency

The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level.
 * ~ level ||~ description ||
 * **A1** || Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. ||
 * **A2** || Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. ||
 * **B1** || Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. ||
 * **B2** || Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. ||
 * **C1** || Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. ||
 * **C2** || Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations. ||