CHIN824: Testing and Assessment in Teaching/Learning Chinese as a Second Language

Transcription

1 CHIN824: Testing and Assessment in Teaching/Learning Chinese as a Second Language COURSE BLOG: Transculturation.org/Chinese824_2009 CLASS HOUR: onday: 16:10-18:55P, Spring 2009 CLASSROO: 477 Humanities Fall 2007 Office Hours: &T: 8:50-9:50A Thur 12:00-2:00P Instructor: Dr. Hsiu-huei Lin Domizio, Assistant Professor of Chinese Pedagogy.A., Ed.D., in Applied Linguistics;.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 andarin 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; STAP; 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 PROGRA EASUREABLE OUTCOE ASSESSENT 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.; ). 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 anual; ACTFL Performance Guidelines ACTFL Integrated Performance Assessment anual (IPA) ACTFL/NCATE Program Standards for the Preparation of Foreign Language Teachers Cal State CCTC_ultiple Subjects & Single Subject Examination Requirements; CBEST, CSET, Subject atter 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 ethod 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: a. 20% Attendance, attitude and completion of assignment/quizzes before each class b. 20% Class participation and panel chair rotation c. 30% id-term project: a paper in word document and a powerpoint-enhanced oral presentation 12 min. in class. (including submission of ppt to the instructor before the

2 date.) d. 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 2 nd week. -- id-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 attachment doc file and PowerPoint file to the instructor in advance.) 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) 1/26 2/2 2/9 1. Oral Proficiency Interview (HOEWORK, see read description on CourseBlog: Diva of SFSU- scroll down and listen to Speech Samples on Podcast section: 2. National Standards for Foreign Language Learning (5Cs) 3. The Proficiency Guidelines and Roleplay on Apologies (ACTFL) 4.Defining oments in Foreign and Second-Language Ed. During the Last Half of the 20 th Century (Hancock & Scebold)-P Guest speaker: s. Catherine Yen on Cal State National Foreign Language Standards 5. Developing Professional-level Language Proficiency (Reader p ) (Betty Lou Leaver and Boris Shekhtman) 6. Assessing Reading Comprehension (Andrew Cohen)- (Reader p ) (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 ( )

3 2/16 9. Watch Video online on Standard-based Performance Assessment On The National Standards for Foreign Language Learning: 5Cs [sign in] 10. Download -Course Description on AP Chinese Language and Culture (College Board) Curriculum Design and Pedagogy in AP Chinese ( 設 計 與 教 學 法 )-(Reader p ) 12. Find out what IB course requirements are: International Baccalaureate (IB) ( 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; STAP; AP Chinese, CHINA- HSK; TAIWAN- TOP; HongKong- Putonghua Shuiping Ceshi); 诊 断 型 测 验 1. IPA; Performance-based Assessment (H. Lin Domizio) Rubrics (Yu-Lan Lin) C- 2/23 (2). ON ASSESSENT STRATEGIES: (3). INTEGRATED PERFORANCE ASSESSENT (IPA) AND TEACHING Fu Laoshi ### 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 to your cousin in China in reflection about a book/film you recently read/saw). 3/2 1.STAP (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) 5. AP Chinese Standardized Test (visit the following) Practice Exam: Practice Exam and Rating Read handout by Ted Yao (to be distributed perhaps) ###Assignment: (A) take practice exam, (B) write one paragraph of response to Ted Yao s article on the BLOG by mid-night Sunday.

4 3/9 6. HSK: Please visit investigate 7. Diagnostic Test- 诊 断 式 评 量 (HSK) - 了 and 是 的 (p ) 8. Read: P 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. 3/16 8. Complete one ock Test on Test Of Proficiency-Huayu (TOP)_ Test for L2 learners in Taiwan (handouts to be given); 9. HSK 和 TOP 对 比 研 究 ( 张 莉 萍 ) 9. Visit Cambridge University: Chinese International Examinations visit 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) id-term Oral Presentation (II) 3/30 4/6 id-term Oral Presentation (III) III. 汉 语 教 师 能 力 测 验 (CBEST, CSET; PRIX I, II, III) 4/13 4/20 4/27 1. CCTC- gain knowledge on 2. CCTC_CBEST ( ) 3. CCTC_CSET (extra pdf 4. Cal_State_Standards for Foreing Teachers 5. PRAXIS-I, II, III ( 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 PROGRA EASUREABLE OUTCOE ASSESSENT performance of a program, teachers, and students; CHINA s Teacher Certificate; TAIWAN s Teacher Certificate) 5/4 1. PROGRA STANDARD: ACTFL/NCATE visit this 4a /pages/index.cfm?pageid= 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)

5 11 5/18 5. China, Taiwan and beyond: International Education and Study Abroad 6. Foreign Language-Study Abroad (andarin Training Ctr.: 教 材 教 案 評 估 練 習 Sample of Lesson Plan ( -1- ) to ( ) 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) #2 Final Presentation: highlight! Celebration! (No need for full report, just the highlights, 8-10 minutes of powerpoint presentation each student)