Chinese Guest Teacher Summer Institute 语言应用能力测试
Creating Performance Assessments Lucy C. Lee 竹露茜 全美中小学中文教师协会 Chinese Language Association of Secondary-Elementary Schools (CLASS) 七月二十八日 10:30-11:30 am
Session Outcomes
希望达到的目标和结果
帮助老师们能够了解
语言运用能力测试的形式
语言运用能力测试任务的原则和方法
明白语言运用能力测试的评分和设计原则
Presentation ©Lucy C. Lee 2012
Our context 在美国教育体系的大环境下
采用学习标准大纲决定学生应该学什么，预测学生学习后应 该能做什么。What should students know and be able to do as a result of the standards-based instruction? Standards
运用多方位的评估测试来鉴定学生学到底会没有 How will teachers know their students have learned and achieve the goals set by the teachers? Assessments
依据语言实践能力大纲来评估学生的能力表现到底有多好 How good is good enough?
Performance guidelines
如何做教学设计和规划来帮助学生达到预定的学习成果What will help you plan your instruction and coordinate it with other world language teachers? Curriculum Presentation ©Lucy C. Lee 2012
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评估测试的转变（一） 过去 Focus on products Focus on the accuracy and control of discrete grammar points
现在
Evaluate process and product注重学习过程和成果 Evaluate comprehensibility 能否容易了解 Evaluate control of grammar within a context 语法功能的掌握
Presentation ©Lucy C. Lee 2012
评估测试的转变（二） 过去 教完课就该考试 将学生分类别： 及格和不及格
现在
Integrate instruction with assessment
一面教一面评估
Identify strengths of individual students
发掘学生的长项
Presentation ©Lucy C. Lee 2012
maximize the opportunity for all students to succeed 给与学生表现能力的机会
语言运用能力测试的形式
Source: NEW JERSEY WORLD LANGUAGES CURRICULUM FRAMEWORK
反向教学设计 明确 教学内容与其目的 深入了解 教学内容和教材采用的 意义和目标是什么？ Presentation © Lucy C. Lee 2012
反向教学设计 思考和预定 学生的学习结果 学生学了这个单元后 他的语言能力和功能的 表现将是什么？ Presentation © Lucy C. Lee 2012
反向设计的步骤
(Wiggins & McTighe, 1998)
Identify Desired Results
• 确定能力目标和结果
Determine Acceptable Evidence
• 制定能力的评估方法
Plan Learning Experiences and Instruction
• What are the program goals and expected student outcomes?
• How will you know that learners have met the goals? • What “performances” will provide such evidence?
• 设计有意义的课堂活动 • What specific knowledge and skills will learners need to achieve these outcomes? • What activities will help learners acquire specific knowledge and skills?
Source：Wiggins & McTighe, 1998
Helps us understand 帮助我们了解教学目的和 重点 • –What is worthy of understanding in this unit 什么内容是值得教的？ • –What counts as evidence that students really understand and can use what we’re teaching? 有那些依据可以评鉴学生的学习结果？ • –What knowledge and skills must we teach to enable them to apply their knowledge in meaningful ways? 有哪些语言知识和功能是老师 必须教的，学生才能有意义的运用在日常生活中？ Presentation ©Lucy C. Lee 2012
The ACTFL Performance Guidelines for K-12 Learners (A) Comprehensibility 能让别人明白和了解你 How well are they understood? (B) Comprehension 你明白和了解别人的能力 How well are they understand? (C) Language Control 语言结构和语法的正确使用 How accurate is their language? Source：ACTFL Performance Guidelines
The ACTFL Performance Guidelines for K-12 Learners (D) Vocabulary 词汇量的掌控和得体的运用 How extensive and applicable is their vocabulary? (E) Communication Strategies 语言沟通的技巧 How do they maintain communication? (F) Cultural Awareness文化知识的了解和运用 How is their cultural awareness reflected in their communication? Source：ACTFL Performance Guidelines
Proficiency equals Performance Performance is key. 实践真实任务 是应用语言能力测试的关键
Presentation © Lucy C. Lee 2012
Performance
• Performance assessment is a measure of assessment based on authentic tasks that require students to show what they can do. 语言应用能力测试的定义是一种通过完成 不同任务检测学生的学习结果，让学生 有机会展示所获语言知识和应用技能。 Presentation © Lucy C. Lee 2012
Performance Assessments • Strength in learning and success in performance comes from interconnectedness of the three modes of Communication
• Providing practice in all three modes creates strong communicators
Presentation © Lucy C. Lee 2012
设计任务的原则 Performance Tasks • 任务的真实性 in real-life context • 任务的实用性 Meaningful, purposeful communication
• 任务要使用高级思维方式 higher order thinking • 任务要跟课程目标相关 connection to goals • 任务要涵盖三种不同的交际沟通模式 three modes of communication • 任务要反映学生的语言能力和水平 level and age • appropriated Presentation © Lucy C. Lee 2012
给学生提供什么样的任务框架呢？ • • • • • • •
明确测试的范围，也就是考什么 任务采取什么形式：个人阅读或是小组讨论 提供测试提示或参考资料关键词和关键语法结构 提供任务大纲或用图表说明 明确任务的时间限制 完成任务的检察单 提供打分方式和标准 Presentation © Lucy C. Lee 2012
应用语言能力测试的评分 Definition of a rubric
• Is the guide used to score performance assessments in a reliable, fair, and valid manner • Is generally composed of
– dimensions for judging student performance – a scale for rating performances on each dimension – standards of excellence for specified performance levels. Presentation © Lucy C. Lee 2012
Presentation Š Lucy C. Lee 2012
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Sample Rubrics
Presentation Š Lucy C. Lee 2012
Sample Rubrics
Presentation Š Lucy C. Lee 2012
Wrap Up Questions for Discussion:
How do teachers check for understanding? 如何检察和评估学生的学习结果