CHIN824: Testing and Assessment

in Teaching/Learning Chinese as a Second Language

 

COURSE BLOG: Transculturation.org/Chinese824_2009

CLASS HOUR:    Monday: 16:10-18:55PM, Spring 2009

CLASSROOM:    477 Humanities  |  Fall 2007 Office Hours: M&T: 8:50-9:50AM | Thur 12:00-2:00PM

Instructor:          Dr.  Hsiu-huei Lin Domizio, Assistant Professor of Chinese Pedagogy

                               M.A., Ed.D., in Applied Linguistics; M.Ed., Curriculum & Instruction,

                               Columbia University

           

Course Description:

       This course aims to equip participants with applicable knowledge and skills to assess competence of a given individual Chinese learner, a teacher, and to assess the operational effectiveness of a Mandarin Chinese language program/center.

The semester’s discussion will be devoted on these four foci: (I) 评量在华语教学中的运用 (National Standards for Foreign Lang. Learning; K-12 Performance Proficiency, Formative Assessment on Learners’ Ability of Four Skills; (II) 学习者汉语水平测验与评量 (USA-OPI, SAT; STAMP;  AP Chinese Language and Culture, CHINA- HSK; 诊断型测验; TAIWAN- TOP; HongKong- Beijing Hua Proficiency); (III)  汉语教师能力测验 (CBEST, CSET; PRIX I, II, III and others); (IV)  汉语为外语培训班的成效评鉴 (ACTFL/NCATE Program Standards for the Preparation of Foreign Language Teachers; STARTALK PROGRAM MEASUREABLE OUTCOME ASSESSMENT—performance of a program, teachers, and students; CHINA’s Teacher Certificate; TAIWAN’s Teacher Certificate)

 

Required Course Readers:  This can be purchased at a designated print shop: Dragon Printing (450 Taraval Street, S.F.; 415-566-0585).  The course materials will cover at least the following:

Program Standards for Preparation of Foreign Language Teachers by The National Council for Accreditation of Teacher Education (NCATE).

American Council on the Teaching of Foreign Languages (ACTFL):

Standards for Foreign Language Learning: Executive Summary

ACTFL Proficiency Guidelines and Assessment Manual; ACTFL Performance Guidelines

ACTFL Integrated Performance Assessment Manual (IPA)

ACTFL/NCATE Program Standards for the Preparation of Foreign Language Teachers 

Cal State CCTC_Multiple Subjects & Single Subject Examination Requirements; CBEST, CSET, Subject Matter Requirements

Interfaces Between Second Language Acquisition and Language Testing Research (Cambridge Applied Linguistics) by Lyle F. Bachman and Andrew D. Cohen (Paperback - Aug 31, 2005)

Theories and Research on Language Testing and Assessment (2005) by

                  Beijing Language University HSK Testing Center. 

                   

Assessment Method and Grading System:

 

Attention:  The University is committed to provide reasonable academic accommodation to students with disabilities. Those students who are with exceptional needs should advise the instructor at the beginning of this semester or immediately upon the needs arrive. Cheating or plagiarism damages academic integrity and cannot be tolerated in this University. University policy will be enforced. Please refer to SF State University Catalog for more details.

 

  Grading system:

    1. 20% Attendance, attitude and completion of assignment/quizzes before each class
    2. 20% Class participation and panel chair rotation
    3. 30% Mid-term project: a paper in word document and a powerpoint-enhanced

oral presentation 12 min. in class. (including Email submission of ppt to the instructor before the date.)

    1. 30% Final paper & ppt presentation

 

All students are expected to be active members of class discussions.   Each student will have at least one opportunity to lead discussion in this course. Sign up will be available by the instructor in 2nd week.

-- Mid-term and final written papers must be typed in Chinese (preferred) with bibliography or reference (10 pages, 12 pt. font, WORD document file, both a hard copy print out & an email attachment doc file and PowerPoint file to the instructor in advance.) 10-12 minutes of oral presentation on report+ PPT presentation 9 min. + Q & A 3 min. (in class) Research Paper Resources: Conference PDF (Please remember to give credits to authors)

 

 

 

 

                                          

Course Schedule (attention please: This may be subject to change when needs arise.)

I. 评量在华语教学中的运用 (National Standards for Foreign Lang. Learning; K-12 Performance Proficiency, Formative Assessment on Learners’ Ability of Four Skills)

 

M

1/26

1.       Oral Proficiency Interview (HOMEWORK, see read description on

CourseBlog: http://transculturation.org/Chinese824_2009

Diva of SFSU- scroll down and listen to Speech Samples on Podcast section:  http://diva.sfsu.edu/users/Lin_Domizio/CHIN824

 

M

2/2

2. National Standards for Foreign Language Learning (5Cs)

                  3. The Proficiency Guidelines and Roleplay on Apologies (ACTFL)          

4 .Defining Moments in Foreign and Second-Language Ed. During the Last Half of the 20th Century (Hancock & Scebold)-P. 3-11

 

M

2/9

Guest speaker: Ms. Catherine Yen on Cal State National Foreign Language Standards

5. Developing Professional-level Language Proficiency  (Reader p. 45-59)

     (Betty Lou Leaver and Boris Shekhtman)

6. Assessing Reading Comprehension (Andrew Cohen)- (Reader p. 61-81)

(7). Assessment on Reading Proficiency and Writing Proficiency (Rubric)- (Reader 15-23)

                  (8)  Reading Tutorial and Tests on Web-based Journalistic Chinese: A Warm-up Exercise for AP.

 

### Assignment done before this class, based on above– (1) Post two thought-provoking questions on our course BLOG for in-class discussion; or (2) orally report to class of your two minutes reaction about this article, or (3) write one or two paragraphs about your reaction/response to this article on our BLOG ( http://transculturation.org/Chinese824_2009 )

 

M

2/16

9.   Watch Video online on Standard-based Performance Assessment

       On The National Standards for Foreign Language Learning: 5Cs      http://www.learner.org/vod/vod_window.html?pid=2002   [sign in]

 

10. Download -Course Description on AP Chinese Language and Culture (College Board)

http://www.collegeboard.com/student/testing/ap/sub_chineselang.html?chineselang

11. Curriculum Design and Pedagogy in AP Chinese (設計與教學法)-(Reader p.82-102)

12. Find out what IB course requirements are: International Baccalaureate (IB)  (www.ibo.org) course design and exam  iB Exam

 

 

### Assignment --  Watch the video first (9); download the most recent AP Course Description and read through the entire document. Based on that, use 课文 [他有罪吗？] to design/highlight a schedule of your one-week teaching content, include activities that involve three modes of communication, done before class.

 

II. 学习者汉语水平测验与评量 (USA-OPI, SAT; STAMP;  AP Chinese, CHINA- HSK; TAIWAN- TOP; HongKong- Putonghua Shuiping Ceshi); 诊断型测验

M

2/23

1. IPA; Performance-based Assessment (H. Lin Domizio) Rubrics (Yu-Lan Lin) C-

(2). ON ASSESSMENT STRATEGIES:

http://www.learner.org/vod/vod_window.html?pid=2003

(3). INTEGRATED PERFORMANCE ASSESSMENT (IPA) AND TEACHING

Fu Laoshi–

http://www.learner.org/vod/vod_window.html?pid=2016

 

### Assignment:

A--Watch video (2) and (3) and write a paragraph of your reflection on one of them on BLOG by midnight Sunday.

B--Open an account on RubricStar and design a Rubric for evaluating a writing product of a student in an AP class (i.e., write an email to your cousin in China in reflection about a book/film you recently read/saw).

 

M

3/2

1.STAMP (B-1 to B-6) – please visit the website listed in the Course Reader

4. SAT/ SAT-II (please visit the following link to investigate)

http://www.collegeboard.com/student/testing/sat/about.html

5. AP Chinese Standardized Test (visit the following)

     http://www.collegeboard.com/student/testing/ap/exday.html

     Practice Exam: http://www.collegeboard.com/student/testing/ap/prep_free.html#chinese

                  Practice Exam and Rating

Read handout by Ted Yao (to be distributed perhaps) http://edu.ocac.gov.tw/biweekly/564/p1.htm

 

###Assignment: (A) take practice exam, (B) write one paragraph of response to Ted Yao’s article on

the BLOG by mid-night Sunday.

 

M

3/9

6. HSK: Please visit investigate     http://www.hsk.org.cn/

7. Diagnostic Test- 诊断式评量(HSK) -了 and 是…的   (p. 170-205)

                  8. Read: P. 153-168  刘英林 “关于HSK等级标准的几个问题”

 

###Assignment: 1) report what is the most recent events/news released on HSK official website. 2) read through the two sets of documents and be ready to articulate the purpose of these two tests on #7 above, and how you will adopt the information if you are required to do so.

 

M

3/16

8. Complete one Mock Test on Test Of Proficiency-Huayu (TOP)_ Test for L2 learners in Taiwan (handouts to be given);  http://www.sc-top.org.tw/english/eng_index.php

9. HSK 和 TOP 对比研究  （张莉萍）

9. Visit Cambridge University: Chinese International Examinations

visit http://en.wikipedia.org/wiki/Language_Proficiency_Assessment_for_Teachers

 

Assignment: (1) based on your own online test-taking experience on the website of HSK and TOP, closely compare one topic (e.g., level criteria, one section of test) between HSK and TOP, and elaborate that on Course BLOG (due by midnight, Sunday)

 

SPRING RECESS (3/23- 3/30)

M

3/30

Mid-term Oral Presentation (II)

 

M

4/6

Mid-term Oral Presentation (III)

 

III. 汉语教师能力测验(CBEST, CSET; PRIX I, II, III)

 

M

4/13

1. CCTC- gain knowledge on  http://www.ctc.ca.gov/

2. CCTC_CBEST (http://www.cset.nesinc.com/index.asp )

 

M

4/20

3. CCTC_CSET (extra pdf

4. Cal_State_Standards for Foreing Teachers

 

M

4/27

5. PRAXIS-I, II, III (www.etc.org/portal.site/ets)

6. Nation & global issues (teacher certificate in China, Taiwan, Hong Kong)

7.  中国教师口语能力测验---普通话水平测验

 

IV.  汉语为外语培训班/項目评鉴 (ACTFL/NCATE Program Standards for the Preparation of Foreign Language Teachers; STARTALK PROGRAM MEASUREABLE OUTCOME ASSESSMENT—performance of a program, teachers, and students; CHINA’s Teacher Certificate; TAIWAN’s Teacher Certificate)

 

M

5/4

 

 

1. PROGRAM STANDARD:  ACTFL/NCATE – visit this

                 http://www.actfl.org/i 4a /pages/Index.cfm?pageid=3384

http://www.actfl.org/files/public/ACTFLNCATEStandardsRevised713.pdf

 

2. CLASS: Professional Standards for K-12 Chinese Language Teachers;

3. Federal Security Language Initiative (NSLI):  STARTALK; FLAP

4. China, Taiwan and the Globe: exchange of Culture and Language Resources: Confucius Institutes, Language Classes in Extended Learning and Teacher Training Program by College Board, China, Taiwan. (handouts to be distributed)

 

 

M

11

5. China, Taiwan and beyond:  International Education and Study Abroad

6. Foreign Language-Study Abroad (Mandarin Training Ctr.: 教材教案評估練習Sample of Lesson Plan ( -1- )  to  ( - 20 - )

    Programs in China, Taiwan and H. K.   

7. the Globe: exchange of Culture and Language Resources: Confucius Institutes, Language Classes in Extended Learning and Teacher Training Program by College Board, China, Taiwan. (handouts to be distributed)

8.  the United States: College Board’s Promotion of AP Summer                                                            Institute for Professionals: in U.S.A. and in China and Taiwan

---------------------------------------------------

#1 Final Presentation: highlight! Celebration!

   (No need for full report, just the highlights, 8-10 minutes of powerpoint                                 presentation each student)

 

 

M

5/18

 

#2 Final Presentation: highlight! Celebration!

   (No need for full report, just the highlights, 8-10 minutes of powerpoint                                 presentation each student)