National Averages 2016 1

AvantSTAMPResults--NationalAverages2016

AvantSTAMP(STAndards-basedMeasurementofProficiency)isanadaptiveweb-basedtestbasedonnationalstandardsthatassessesstudents’secondlanguageproficiencyaccordingtobenchmarksbasedontheACTFLProficiencyGuidelinesattheNovice,IntermediateandAdvancedlevels.STAMPtestsmeasureReading,Writing,ListeningandSpeakingskillsinbothInterpretiveandPresentationalmodesofcommunication.CurrentlyAvantSTAMP4Sisavailablein–Arabic,English,French,German,Hebrew,Italian,Japanese,Mandarin(SimplifiedandTraditional)andSpanish.Additionally,AvantSTAMP4Seforgrades3-6isavailablein-Cantonese,French,German,Hebrew,Japanese,Korean,Mandarin(SimplifiedandTraditional),RussianandSpanish.Since2002,STAMPhasbeendeliveredtoover700,000students.Educatorshaveusedtheindividualstudentandaggregatedresultstoguideclassroominstruction,implementprogramimprovementandawardcreditoraSealofBiliteracytostudentswhoattainestablishedlevelsonthetest.Oneofthefrequentquestionsaskedbyeducatorsis“howdoourAvantSTAMPscorescomparetoothersacrossthecountry?”Thisreportpresentsaveragesofnationallyaggregateddataforthe2015-2016schoolyearandisintendedtoprovideaperspectiveofhowlargegroupsoftesttakersperformontheAvantSTAMPtests.Thesenationalnormsrepresentdiversetestinggroupsandschool/studentpopulationsacrossthecountryandworld.Thisdatacanbeusedtogivesomebasicpointsofcomparisonasyoucomparetheselevelstothelevelsofstudentsinyourtestinggroupsandwillservetohelpestablishmeaningfulexpectationsofproficiencyafteranestablishednumberofyearsofinstruction.TheNationalAverageAvantSTAMPResultsfromthe2015-2016academicyearrepresentthenearly65,000testtakersfromschoolsacrosstheUnitedStatesandanumberofinternationalschoolsaroundtheworldforwhichwehadadequatedataonyearsofstudytouseinthisreport.The“yearsofstudy”isbaseduponteacheridentificationofeachtestingclassregisteredintheSTAMPsystem.Formiddleandhighschoolprograms,eachyearofstudyisgenerallyequalto120-140instructionalhours.Pleaseusethatcalculationtocompareyourstudents/courseswiththelevelsoutlinedinthefollowingdatatablesandcharts.ThedataforresultsinReading,Writing,ListeningandSpeakingareincludedinthisreportandorganizedbylevel(Elementary,Secondary,andHigherEd)andbylanguageinalphabeticalorder:

• AvantSTAMP4Se(ElementarySchoolLevel)Charts Page 3§ Dataavailablefor–Cantonese,French,German,Japanese,Mandarin

(SimplifiedandTraditional),RussianandSpanish

• AvantSTAMP4S(SecondarySchoolLevel)Charts Page 7§ Dataavailablefor–Arabic,French,German,Hebrew,Italian,

Japanese,Mandarin(SimplifiedandTraditional)andSpanish

• HigherEducation(CollegeandUniversityLevel)Charts Page 13§ Dataavailablefor–Arabic,French,German,Japanese,Mandarin

(Simplified)andSpanish

• PointstoPonder–DataReviewPatternsandGuidelines Page 19

National Averages 2016 2

ScalesandLevelsFollowingisabasicchartthatshowstherelationships/correlationsofAvantSTAMPlevelstoseveralcommonproficiencysystems.ThesecorrelationsaregeneralandareshownheretogivesomegeneralideaofhowSTAMPscoresrelatetootherscalesinuse.Moredetailedcorrelationsandresearchofthesecorrelationsareavailablethroughothersourcesaswell.

National Averages 2016 3

AvantSTAMPNationalAverages-AcademicYear2015-2016

AvantSTAMP4SeThefollowingchartsrepresentImmersionProgramData.Wehavenotseparateddifferentimmersionmodelsinthesedatasets.Themostprominentprogrammodel,however,isthe50/50duallanguagemodel.

KEY:Thenumbers1-6representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-HighThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.7”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

KEY:Thenumbers1-6representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-HighThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.7”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

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KEY:Thenumbers1-6representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-HighThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.7”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

KEY:Thenumbers1-6representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-HighThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.7”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

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KEY:Thenumbers1-6representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-HighThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.7”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

KEY:Thenumbers1-6representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-HighThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.7”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

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KEY:Thenumbers1-6representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-HighThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.7”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”

KEY:Thenumbers1-6representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-HighThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.7”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”

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AvantSTAMPNationalAverages-AcademicYear2015-2016

AvantSTAMP4SThefollowingchartsrepresenttraditionalprogrammodelsonly.Immersiondatahasbeenexcludedfromthesedatasets.

KEY:Thenumbers1-7representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-High,7=AdvancedLow,8=Advanced-MidThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.8”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

KEY:Thenumbers1-7representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-High,7=AdvancedLow,8=Advanced-MidThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.8”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

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KEY:Thenumbers1-7representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-High,7=AdvancedLow,8=Advanced-MidThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.8”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

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KEY:Thenumbers1-7representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-High,7=AdvancedLow,8=Advanced-MidThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.8”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

KEY:Thenumbers1-7representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-High,7=AdvancedLow,8=Advanced-MidThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.8”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

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KEY:Thenumbers1-7representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-High,7=AdvancedLow,8=Advanced-MidThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.8”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

KEY:Thenumbers1-7representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-High,7=AdvancedLow,8=Advanced-MidThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.8”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

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KEY:Thenumbers1-7representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-High,7=AdvancedLow,8=Advanced-MidThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.8”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

KEY:Thenumbers1-7representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-High,7=AdvancedLow,8=Advanced-MidThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.8”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

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KEY:Thenumbers1-7representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-High,7=AdvancedLow,8=Advanced-MidThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.8”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

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AvantSTAMPNationalAverages-AcademicYear2015-2016HigherEducationHighereducationdatasetsintroduceseverallevelsofcomplexity.Sincethereareagreatvarietyofapproacheswithinstructiontimeincludingbothquarter-basedandsemester-basedsystems,itisdifficulttocaptureandvisualizethisdataeasily.Wehaveattemptedheretoshowcourselevelsasindicatedbytestinglocationsandspecifictestgroups/levelsasprovidedbytestinglocationsandthen“year”basedaverages.

KEY:Thenumbers1-7representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-High,7=AdvancedLow,8=Advanced-MidThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.8”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

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KEY:Thenumbers1-7representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-High,7=AdvancedLow,8=Advanced-MidThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.8”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

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KEY:Thenumbers1-7representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-High,7=AdvancedLow,8=Advanced-MidThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.8”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

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KEY:Thenumbers1-7representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-High,7=AdvancedLow,8=Advanced-MidThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.8”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

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KEY:Thenumbers1-7representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-High,7=AdvancedLow,8=Advanced-MidThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.8”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

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KEY:Thenumbers1-7representthefollowinglevels:1=Novice-Low,2=Novice-Mid,3=Novice-High4=Intermediate-Low,5=Intermediate-Mid,6=Intermediate-High,7=AdvancedLow,8=Advanced-MidThenumbersforeachskillareaveragesforthatparticulartestgroup/gradeandindicatetheaveragelevelofachievementforthatgroup.A“2.8”forexample,wouldindicatethatthisgroupisapproachingNovice-High“3”.

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PointstoPonder-Guidingquestionsandobservationstoconsiderasyoureviewandcomparetheseaverageswithyourowndata:

• Whydowritingandspeakingscoresdiffer?o Considerationofseveralcriticalfactorsprovideinsightstoanswerthisquestion:

§ Areteachersfocusingmoreonwritingthanspeaking?§ Arestudentsshyaboutspeakinginpublic?§ HowisPresentationalmodedifferentthanInterpersonalmode?§ Howdidthetechnologyworkforyourgroup?§ Whattypesofspeakingopportunitiesdoyourstudentshaveinclassonaregular

basis?§ Doyouuseaproficiency-basedrubricandcriteriawithyourstudents?§ DidyouprovidethestudentswithaccesstotheAvantSTAMPrubric/scoring

criteria?• WhenisthebesttimetoadministerAvantSTAMP?

o For7-12programs,administrationofAvantSTAMPattheendofthe1styearprovidesasolidbenchmark.AdministrationofSTAMPtowardstheendofthe3rdyearprovidesasolidmeasureoftheimpactoftheprogramandreadinessforAPcoursesortheAPexam.Secondyearadministrationprovidesdeeperunderstandingofprogramsasmanystudentsexittheprogramatthispoint,and4thyearadministrationmayhelpsomestudentsbeplacedmoreappropriatelyincollegeprograms.

o ForHigherEducationprograms,administrationofAvantSTAMP(excludingforenrollmentplacement)inthesecondyeardemonstratesprogressoflanguagesmajors,andteacherprepreadiness.

• Atwhatlevelcanstudentsreallystarttocommunicateinthetargetlanguage?o Thelevelatwhichspeakershaveacquiredskillssuchthattheycancommunicateata

“surviveandcope”levelinthetargetlanguageisconsistentwithACTFL’sIntermediate-lowtoIntermediate-mid(STAMPLevels4and5).

• HowdotheAvantSTAMPResultslevelsrelatetoILRandACTFLscales?o AvantSTAMPLevels1through8arebasedontheACTFLlevelsofproficiencyfromNovice-

LowthroughAdvanced-MidandarerelatedtotheILRlevels0through2(seechartonpage1).ThetransitionfromLevel3toLevel4marksthebeginningofthe“surviveandcope”levelwherestudentshavetheabilitytoactuallycommunicatewiththeabilitytoaccomplishbasicsurvivaltasksinthelanguagetheyarelearning.

• Whereshouldmystudentsbe?o ThepurposeofgeneratingtheNationalAveragesistohelpanswerthisquestion.Bylooking

attheaveragesofeachyearofstudy,thisdocumentshouldhelpidentifytheselevelsandhelptoestablishrealisticexpectationsofproficiencyaftereachyearofstudy.

• Whatisanacceptableamountofgrowthforeachyear?o Thisisalwaysatrickyquestiontoaddresssinceeachstudentwillprogressthroughthe

differentdomainsindifferentwaysandatdifferentratesofgrowth.Also,itisimportanttonotethatyouwillobservehigherratesofgrowththroughtheNovicelevels,andslowergrowthasthestudentsentertheIntermediateandAdvancedlevels.However,forgrowthpurposes,afterthefirstyearinwhichstudentsgenerallyprogressquicklythroughNovicelevels(1-3),ifastudentachievesaveragegrowthforalldomains(anaverageofalldomainscombinedintoacompositescore)at.5eachyear,thatwouldindicatenormalgrowthandprogresspatterns.Ifaprogramcanconsistentlyshowthisforeachstudent,eachyear,thatwouldindicateadequateaveragegrowthandrepresentawellstructuredprogram.