Key Features of Effective Chinese Language …...Chinese Early Language & Immersion Network 2018 Key Features of Effective Chinese Language Programs: A CELIN Checklist Introduction

Chinese Early Language & Immersion Network 2018

KeyFeaturesofEffectiveChineseLanguagePrograms:ACELINChecklist

IntroductionChinese language programs are emerging in new ways in schools, school districts, and states across the United States. They take the form of world language, immersion, and dual language programs, primarily in elementary school, but increasingly in middle and high school as well. Program leaders are seeking to build effective programs that provide learning pathways, from Pre-K through university, in which students develop high levels of oral proficiency and literacy in Chinese language that allow them to participate effectively in academic settings, the workplace, and the world.

Based on the Guiding Principles for Dual Language Education (Howard, Sugarman, Christian, Lindholm-Leary, & Rogers, 2007; Howard et al., 2018) and numerous conversations with experts and practitioners in the field, nine features of effective Chinese dual language programs are identified and analyzed in a checklist form. The purpose of this checklist is to provide a way for

practitioners (teachers and administrators) to review their programs, in order to identify strengths and areas for improvement of their programs. With such knowledge, they can then develop plans to advance their programs to the next level. The nine features are as follows:

1: Program Design, Funding, Leadership, & Accountability 2: Curriculum 3: Assessment 4: Instruction 5: Staff Quality & Professional Development 6: Materials, Resources, & Technology Tools 7: Program Articulation 8: Family Support & Community Engagement 9: External Networking & Partnerships

After this checklist was developed, it was reviewed by CELIN Advisors (listed at the end of this document). Their input and suggestions are incorporated into the current document. We invite researchers and practitioners in the field to further pilot test this checklist, as it is a work in progress.

AUTHORS

ShuhanC.Wang,Ph.D.ProjectDirector,CELINJoyK.Peyton,Ph.D.SeniorProjectAssociate,CELINCELINBRIEFSERIESEDITORS

ShuhanC.Wang,Ph.D.ProjectDirector,CELINJoyK.Peyton,Ph.D.SeniorProjectAssociate,CELIN

CITATION

S.C.Wang&J.K.Peyton(2018).KeyFeaturesofEffectiveChineseLanguagePrograms:ACELINChecklist.InS.C.Wang&J.K.Peyton(Eds.),CELINBriefsSeries.NewYork,NY:AsiaSociety.CELINBriefsaredevelopedbytheChineseEarlyLanguageandImmersionNetwork,undertheChinaLearningInitiativesatAsiaSociety.

OurPathToward“Distinguished”HowtoEngageinProgramSelf-AssessmentWhen a program is ready to conduct a self-assessment using this checklist, we suggest that staff follow this process: 1. Understand that this is a long-term process that may require several months, or even a school year, to conduct the assessment and progress checking, set a deadline for completing the tasks, and publicly release the report. 2. Identify and invite key stakeholders who are knowledgeable about the program and have the will and ability to carry out the needed actions for program improvement. Form a committee or task force of these individuals. Set up a schedule for reviewing the key features and developing an actionable plan. 3. Implement the activities for program improvement. Document the process and analyze the results.

4. Compile the collected data and documents, analysis, and action outcomes in a meaningful report, including using the template for formative/summative assessment (found at the end of this checklist). 5. Share the report with the community of interest and invite further comments for continuous improvement. HowtoUsetheRubricThe nine features below are presented in a matrix with specific indicators, on a scale of “Approaching, Somewhat Evident, Clearly Evident, and Distinguished.” The table below gives guidelines for making these selections. As program staff engage in self-assessment, using this checklist, team members may enter comments or record ideas for further consideration or action.

A:Approaching SE:SomewhatEvident CE:ClearlyEvident DI:Distinguished

Littleornoevidenceofexamplesfortheindicator

ispresent.

Someevidenceofexamplesfortheindicator

ispresent.

Strongevidenceofexamplesfortheindicator

ispresent.

Evidenceofexamplesfortheindicatorisfullypresent.Thisprogram

couldserveasanexampleforotherprogramsinthis

area.

3

Feature1:ProgramDesign,Funding,Leadership,andAccountability(A:Approaching;SE:SomewhatEvident;CE:ClearlyEvident;DI:Distinguished)

INDICATOR A EV CE DI1.Thevision,goals,andplanfortheprogramareinplace.

2.Programdesignisbasedonaresearch-basedframeworkandbestpracticestailoredtomeettheneedsoflocalandstatecontexts.

3.Programfundingissound,andaplanforfurtherdevelopmentisinplaceandactivelypursued.

4.ProgramadministratorsareknowledgeableaboutimmersioneducationandChineselanguageandculture.

5.Programadministratorsandkeystaffdemonstratecollaborativeleadership.

6.Infrastructureforsupportingallstudents(includingthosewithspecialneeds)isinplace.

7.Agoverningboard(orcommittee)worksincollaborationwithprogramadministratorsinallaspectsofprogramimplementation,includingfidelitytomission,budgetmanagement,advocacy,andcommunityrelations.

8.Asystemofaccountabilityisinplaceandcleartoallstaff.

NUMBEROFINDICATORS/8TOTAL OurStatusIs(#/outof8elements)

Weare(Approaching,SomewhatEvident,ClearlyEvident,Distinguished)onthisfeature

COMMENTS

EVIDENCEOFINDICATORS

NEEDS

NEXTSTEPS

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Feature2:Curriculum(AP:Approaching;SE:SomewhatEvident;CE:ClearlyEvident;DI:Distinguished)

INDICATOR A EV CE DI1.Acurricularframeworkandguidingprinciplesareinplace.(Yourprogrammayhavedevelopedyourownguidingprinciplesorfollowedthoseofyourdistrict.Therearenationallyendorsedguidingprinciplesavailableaswell.Forexample,ACTFLhasalistofGuidingPrinciplesforLanguageLearningrelatedtohigh-leverageteachingpractices:https://www.actfl.org/guiding-principles).

2.Thecurriculumisalignedwithappropriatenationalstandards(e.g.,ACTFLLanguageStandards,CommonCoreStateStandards,Next-GenerationScienceStandards,CareerPathwayStandards)orstateordistrictstandards.

3.ThecurriculumisarticulatedandcoherentacrossgradesforeachcontentareataughtinChineseandEnglish.

4.Thecurriculumisthematicallyorganizedandconnectedtocontentandculture.

5.ThereisaclearstatementoftheroleandallotmentoflanguageandliteracydevelopmentinChineseandEnglishtoachievethegoalofdevelopingbilingual,biliterate,biculturallearners(withguidanceregardingthebalanceofChineseandEnglish,includingpercentoflanguageuseinallcontentareas).

6.Languagelearningtargetsaredescribedclearly,basedonanationallyorinternationallyacceptedlanguageproficiencyscale.(SeeReferences,UsefulResources,andAppendixAfordetail).

7.AclearlearningpathforChinese-specifictopicsisinplace(e.g.,teachingofreadingandwritinginChinese;useoftraditionalandsimplifiedChinesecharacters;whenandhowtointroduceandusePinyin;articulationofissuesofhandwritingandcomputerkeyboarding;teachingofreadingandwriting;andteachingofcontentareas).

8.Aprocessfordiscussing,implementing,revising,andenhancingthecurriculuminvolvesallinstructionalstaff.

9.Staffandparentsunderstandthecurriculumanditsgoals.



COMMENTS


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Feature3:Assessment(A:Approaching;SE:SomewhatEvident;CE:ClearlyEvident;DI:Distinguished)

INDICATOR A EV CE DI1.Learningobjectives,expectedoutcomes,andlearningpathsarebasedonanationalorinternationallyrecognizedproficiencyscale(e.g.,ACTFLorotherinternationallyrecognizedProficiencyGuidelines,Hanban(HSK),Singapore,CEFR),andassessmentsusedateachgradelevelareclearlyarticulated.(SeeAppendixAforalistofassessmentsusedintheUnitedStates.)

2. Teachers have received adequate training in administering and interpretingassessments and are able to clearly show progress towards achieving the program’slanguage,literacy,culture,andcontentgoalsanddesiredstudentlearningoutcomes.

3.FormativeandsummativeassessmentsofstudentproficiencyinChineseandEnglish(Listening,Speaking,Reading,andWriting)areinplaceandadministeredinaneffectiveandtimelyfashion,inlinewiththethreemodesofcommunication:Interpersonal(ListeningandSpeaking,ReadingandWriting);Interpretive(Listening,Reading,andViewing);andPresentational(Speaking,Writing,andMediaRepresentation).

4.Appropriateassessmentsincontentareasandotherlanguageslearnedareidentifiedandused.

5.Assessmentsofnon-linguisticornon-contentareas(e.g.,socio-emotionalskills,globalperspectives,attitudes,interculturalcompetency)areidentifiedandused.Evidenceofthesedomainsiscollected,analyzed,andreported.

6.Datafromstudentassessmentsareanalyzedandusedforstudentplacement,diagnosis,andtoguideinstruction(includingdifferentiatedinstruction).

7.Assessmentdataarecommunicatedclearlytoparentsandotherstakeholders.



COMMENTS


NEEDS

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Feature4:Instruction(A:Approaching;SE:SomewhatEvident;CE:ClearlyEvident;DI:Distinguished)

INDICATOR A EV CE DI

1.Selectionanduseoflanguageofinstruction(ChineseandEnglish;separationoflanguages)isbydesign,intentional,andpurposeful.

2.Languageimmersiontechniquesandbestpracticesareusedininstruction.

3.Instructionisgearedtowardthedevelopmentofstudents’languageproficiency,contentknowledge,literacy,mediaskills,culturalknowledge,andglobalcompetency.

4.Instructionislearner-centered;differentiationisconsciouslyplannedandimplementedtosupporteachlearner.Teachersaddressindividuallearningneeds,abilities,andinterestsbyusingavarietyofdifferentiationstrategies,groupingtechniques,andtasks,whichinvolvemultipleintelligenceanddifferentmodalities-listening,speaking,viewing,reading,andwriting,byhandandbycomputer.Instructionalstrategies,classroomactivities,andinteractionsareengaging,meaningful,andcontextualized.

5.Engaging,meaningful,andcontextualizedtechniquesandstrategiesforlanguageimmersionandcontentlearningareusedininstruction,classroomactivities,andsocialinteractions.

6.Studentsareencouragedtoinquire,explore,andexperiment.

7.Theclassroomiswellmanaged,andthelearningenvironmentisnurturingandsafe. 8.Alllanguagesandculturesinthestudentbodyandthecommunityarevalued,andstudentsareencouragedtoidentifycommonalitiesanddifferencesinlanguages,cultures,perspectives,andpractices.



COMMENTS


NEEDS

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Feature5:StaffQualityandProfessionalDevelopment(A:Approaching;SE:SomewhatEvident;CE:ClearlyEvident;DI:Distinguished)

INDICATOR A EV CE DI1.Teachers are effective in instruction, assessment, classroom management, andaddressingindividualstudents’differences.

2.Teacherqualifications(includingcontentknowledge,pedagogicalskills,languageproficiency,andcertifications)areclearlyarticulated,andsupportforearningthemareavailablethroughoutteachers’professionallives.

3.Theadministrativestructureandstaff(e.g.,bilingualguidancecounselor;bilinguallibraryresourcestaff;bilingualteachers;teachersofart,music,PE)areadequatetosupportallstudentsandteachers.

4.Teachersandrelevantadministratorsholdregularmeetingstodiscussstudentlearning,planning,andkeyissuesthatarise.

5.Asystemisinplaceforobservingclassroominstructionandprovidingfeedback,mentoring,coaching,andevaluation.

6.Meaningfulandtargetedprofessionaldevelopmentisprovidedforteachersthroughouttheschoolyear.

7.Systemsareinplaceforteacherrecruitment,induction,certification,andprofessionaldevelopmentforteacherand/orteacherleader.

8.Programstaffparticipatesinlocal,district,state,ornationalprofessionalorganizations,conferences,orworkshops.

9.Iftheprogramemploysguestteachers,asystemofsupport(forprofessionalworkandlivinginthelocalcommunity)isinplace.

10.Paraprofessionalsintheprogram(ifany)arebilingualinChineseandEnglish,arefamiliarwithbothChineseandAmericancultures,andareclearabouttheirrolesandresponsibilitiesinandoutoftheclassroom.



COMMENTS


NEEDS

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Feature6:Materials,Resources,andTechnologyTools(A:Approaching;SE:SomewhatEvident;CE:ClearlyEvident;DI:Distinguished)

INDICATOR A EV CE DI1.Materialsandresourcesusedintheprogramarerichinlanguage,content,andculture.

2.Materialsareauthentic,ageappropriate,andengagingforstudentsofintendedlanguageproficiencylevels.

3.Technologytoolsareadequatelyprovidedandusedeffectivelyininstructionandclassroomactivities.

4.Thereisamaterialsselectionoradaptationguidethatisresearch-basedforlanguageandcontentlearningandthatincludesmaterialsselectionstandards,useofauthenticmaterialandrealia,andlearninggoals.

5.Materialsaredeveloped,selected,andadaptedinlinewiththeguidementionedabove.

6.AprocessisinplacefortranslatingmaterialsintoChineseoradaptingthemforinstructioninthisprogram:E.g.,Howisthisisdone?Whodoesit?WhoupdatestheChinesematerialswhentheEnglishcurriculumandtextsareupdated?

7.Usefulwebsitesareidentifiedandusedininstruction,learning,assessment,andfamilysupport.



COMMENTS


NEEDS

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Feature7:ProgramArticulation(A:Approaching;SE:SomewhatEvident;CE:ClearlyEvident;DI:Distinguished)


1. Articulation occurs across content areas, grades, language proficiency levels, andprograms/schools (e.g., Pre-K to elementary school; elementary school to middleschool;middleschooltohighschool;highschooltocollege).

2.Sufficienttimeisallocatedforstaffwhoworkatdifferentlevelsandindifferentareastomeet.

3.Programpathwaysarecommunicatedclearlyandfrequently,atappropriateintervals,toparentsandotherstakeholders.

4.Therearemultiplepointsforentryintoandtoexitfromtheprogram.

NUMBEROFINDICATORS/4TOTAL

OurStatusIs(#/outof4elements)


COMMENTS


NEEDS

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10

Feature8:FamilySupportandCommunityEngagement(A:Approaching;SE:SomewhatEvident;CE:ClearlyEvident;DI:Distinguished)


1.Familiesandcommunitymembersunderstandtheprogram’svision,mission,andgoalsandexpectationsforlanguageandliteracydevelopmentandschoolachievement.

2.Theprogram/schooloffersworkshopsforparentstoshowwhattheintendedlearningoutcomesatdifferentgradelevelswouldlooklikeandsharestrategiesthatparentscanusetosupporttheirchildren’slearningincontentareasandinEnglishandChineselanguageandliteracy.

3.Programstaffdiscussstrategiesandresourcesthatparents,families,andcommunitiescandotosupportchildren’slearninginaChineseimmersionprogramandathome(e.g.,parentslearnabouthowtoengageinreadingwiththeirchildreninChinese,English,orthechild’shomelanguage).

4.Eventsareheldregularlytoinformandengageparentsandcommunitymembersintheprogram.

5.Parentsandcommunitymembershelporganizeandconductprogramadvocacyandfundingactivities.

6.Therearelinksthatconnecttheprogramwithentitiesthathelpleverageresources(e.g.,district,state,andnationalgovernment;theheritagelanguagecommunity;thecommunity-at-large;businesses;educationentities;andparents).

7.Theprogramhasinplaceapublic/communityoutreacheffortthatsendsoutclearmessagesaboutChineseimmersioneducationandrelatedtopics(e.g.,importanceof,researchon,andoutcomesoflanguagelearning;theroleandimportanceoftheschoolanditsprogram).



COMMENTS


NEEDS

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Feature9:ExternalNetworkingandPartnerships(A:Approaching;SE:SomewhatEvident;CE:ClearlyEvident;DI:Distinguished)


1.Programleadersareawareoftheresourcesavailablefromotherschools;stateorregionalconsortia;localConfuciusInstitutesandpostsecondaryinstitutionsorprograms;stateandnationalorganizations;federalprojects;privatesectorsandfoundations;andglobalentities.(Seebelowforexamples.)

2.Therearemultipleopportunitiestopursuefundingandpartnershipsfortheprogram.

3.Theprogramhasauser-friendlyandinformation-richwebsiteforteachers,students,parents,andthecommunity-at-large.

4.Theprogramisclearaboutthepurposesfordomesticorglobalpartnershipsandformspartnershipsaccordinglyandmanagespartnerexpectations.

Examplesfor#1:

• StateandnationalorganizationsmayincludetheAmericanCouncilontheTeachingofForeignLanguages(ACTFL),AsiaSociety,CenterforAppliedLinguistics(CAL),CenterforAdvancedResearchonLanguageAcquisition(CARLA),ChineseEarlyLanguageandImmersionNetwork(CELIN),ChineseLanguageAssociationofSecondary-ElementarySchools(CLASS),CollegeBoard,NationalAssociationofDistrictSupervisorsofForeignLanguages(NADSFL),NationalNetworkforEarlyLanguageLearning(NNELL),andNationalCouncilofStateSupervisorsforLanguages(NCSSFL).

• FederalprojectsmayincludeLanguageFlagshipsandSTARTALK.• GlobalentitiesmayincludeHanbanfromChinaandpublicorprivateorganizations

fromotherChinese-speakingregions/countries.



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SummaryofProgramReview

ProgramName

FirstReviewDate

TeamMembers

SecondReviewDate

TeamMembers

ThirdReviewDate

TeamMembers

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TemplateforFormative/SummativeAssessmentoftheProgram

KEYFEATURECURRENTSTATUS ROADMAP

Basedonthenumbersandscaleofindicatorscheckedforthatparticular

feature,weare:

Topprioritiesarenumberedandlistedasfollows;1isthemosturgentorproductivestepthatwillhelpus

moveforward

Feature1:ProgramDesign,Funding,Leadership,andAccountability

☐Approaching

☐SomewhatEvident ☐ClearlyEvident ☐Distinguished

Feature2:Curriculum

☐Approaching


Feature3:Assessment

☐Approaching


Feature4:Instruction

☐Approaching


Feature5:StaffQualityandProfessionalDevelopment

☐Approaching


Feature6:Materials,Resources,andTechnologyTools

☐Approaching


Feature7:ProgramArticulation

☐Approaching


Feature8:FamilySupportandCommunityEngagement

☐Approaching


Feature9:ExternalNetworkingandPartnerships

☐Approaching

☐SomewhatEvident ☐ClearlyEvident

☐Distinguished

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Intermsofallninefeaturesofprogramqualityandeffectiveness,we

are…

☐Approaching(1-3featuresarepresent) ☐SomewhatEvident(4-6features) ☐ClearlyEvident(7-8featuresarepresent) ☐Distinguished(all9featuresarepresent)

FORPROGRAMDESCRIPTION/PROMOTION,WECANSAY(SeeAppendixBforexample)

Ourstrengthsare

Ourareasforcontinuousimprovementare

Wefeelconfidentwewillmoveonelevelhigherbythefollowingdate

FORSECONDORTHIRDREVIEW

Sinceourpreviousreview,wehavemadethefollowingimprovements

Theneedstobeaddressedandactionstobetakenare

WewillbecomeadistinguishedChineselanguage/immersion

programby

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AcknowledgmentsWearegratefultotheCELINAdvisors,whocontributedtothedevelopmentofthisChecklist:RichardAlcorn,MaquitaAlexander,MicheleAoki,MichaelBacon,SusanBerg,JeffBissell,DerlinChao,TaraFortune,AnnMarieGunter,RobinHarvey,SharonHuang,JanisJensen,YuLanLin,ChrisLivaccari,TommyLu,YonglingLu,StacyLyon,RitaOleksak,NancyRhodes,DebbieRobinson,PaulSandrock,EricSchneider,DuarteSilva,MadelineSpring,FrankTang,JacqueVanHouten,andElizabethWeise.References

HowardE.R.,Sugarman,J.,Christian,D.,Lindholm-LearyK.,&Rogers,D.(2007).GuidingPrinciplesforDualLanguageEducation,SecondEdition.Washington,DC:CenterforAppliedLinguistics.http://www.cal.org/resource-center/publications/guiding-principlesHowardE.R.,Lindholm-LearyK.J.,Rogers,D.,Olague,N.,Medina,J.,Kennedy,B.,Sugarman,J.,&Christian,D.(2018).GuidingPrinciplesforDualLanguageEducation,ThirdEdition.Washington,DC:CenterforAppliedLinguistics,DualLanguageEducationofNewMexico,&SantillanaUSA.http://www.cal.org/resource-center/publications/guiding-principles-3

ResourcesAmericanCouncilontheTeachingofForeignLanguages.(2012a).ACTFLChinesestandards.Alexandria,VA:Author.Retrievedfromhttp://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/chineseAmericanCouncilontheTeachingofForeignLanguages.(2012b).ACTFLproficiencyguidelines2012.Alexandria,VA:Author.Retrievedfromhttp://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012AmericanCouncilontheTeachingofForeignLanguages.(2015a).ACTFLperformancedescriptorsforlanguagelearners.Retrievedfromhttps://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdfAmericanCouncilontheTeachingofForeignLanguages.(2015b).World-readinessstandardsforlearninglanguages.(revisedfromtheoriginalACTFLnationalstandards,1996).Alexandria,VA:Author.Retrievedfromhttps://www.actfl.org/publications/all/world-readiness-standards-learning-languagesAsiaSociety(2012).(Ed.),Chineselanguagelearningintheearlygrades:AhandbookofresourcesandbestpracticesforMandarinimmersion.NewYork,NY:Author.Retrievedfrom

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https://asiasociety.org/files/chinese-earlylanguage.pdfAsiaSociety.(2006).CreatingaChineselanguageprograminyourschool.NewYork,NY:Author.Retrievedfromhttp://asiasociety.org/files/Creating%20a%20Chinese%20language%20Program%20in%20Your%20School.pdfCameron,L.(2001).Teachinglanguagetoyounglearners.NewYork,NY:CambridgeUniversityPress.CenterforAppliedSecondLanguageStudies(CASLS),UniversityofOregon.(2010).Whatproficiencyleveldohighschoolstudentsachieve?Eugene,OR:Author.Retrievedfromhttps://casls.uoregon.edu/wp-content/uploads/pdfs/tenquestions/TBQProficiencyResults.pdfCouncilofEurope.(2001).CommonEuropeanframeworkofreferenceforlanguages:Learning,teaching,andassessment(CEFR).NewYork,NY:CambridgeUniversityPress.Retrievedfromhttp://www.coe.int/t/dg4/linguistic/cadre1_en.aspFortune,T.W.(2012).Whattheresearchsaysaboutimmersion.InAsiaSociety(Ed.),Chineselanguagelearningintheearlygrades:AhandbookofresourcesandbestpracticesforMandarinimmersion(pp.9-13).NewYork,NY:Author.Retrievedfromhttp://www.carla.umn.edu/immersion/documents/ImmersionResearch_TaraFortune.htmlInteragencyLanguageRoundtable.(2015).ILRskillleveldescriptors.Retrievedfromhttp://www.govtilr.orgLanguageFlagshipProgram.Retrievedfromhttp://www.thelanguageflagship.orgMcLaughlin,B.(1992).Mythsandmisconceptionsaboutsecondlanguagelearning:Whateveryteacherneedstounlearn.EducationalPracticeReport,5.UniversityofCalifornia,SantaCruz.Retrievedfromhttp://cmmr.usc.edu/FullText/McLaughlinMyths.pdfOfficeofChineseLanguageCouncilInternational.(2007).Chineselanguageproficiencyscalesforspeakersofotherlanguages.Retrievedfromhttp://english.hanban.org/node_8002.htmOfficeofChineseLanguageCouncilInternational.(2008).InternationalcurriculumforChineselanguageeducation.国际汉语教学通用课程大纲. 外语教学与研究出版社.Xu,X.Padilla,A.M.,&Silva,D.M.(2015).LearnerperformanceinMandarinimmersionandhighschoolworldlanguageprograms:Acomparison.ForeignLanguageAnnals,48(1),26-38.Retrievedfromhttps://www.questia.com/library/journal/1P3-3683880121/learner-performance-in-mandarin-immersion-and-high

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AppendixAAssessmentInstrumentsUsedinChineseLanguageProgramsinGradesK-12

ACTFLOralProficiencyInterview(OPI)(FromthispageyoucanlinktoLanguageTestingInternational)toreadmoreorscheduleatest.)

https://www.actfl.org/professional-development/assessments-the-actfl-testing-office/oral-proficiency-assessments-including-opi-opic

ACTFLWritingProficiencyTest(WPT)

https://www.actfl.org/professional-development/assessments-the-actfl-testing-office/actfl-writing-proficiency-assessments

ACTFLAssessmentofPerformanceTowardProficiencyinLanguages(AAPPL)(Usetheleftnavigationbartoaccessdetailsontasksandtopics,scorereporting,FAQs,demos,andtools.)

https://www.actfl.org/assessment-professional-development/assessments-the-actfl-testing-office/aappl

AvantStandards-BasedMeasurementofProficiency(STAMPAssessment)https://avantassessment.com/stamp4s

CollegeBoardAdvancedPlacement(AP)ExaminationinChineseLanguageandCulture

https://apcentral.collegeboard.org/courses/ap-chinese-language-and-culture/exam?course=ap-chinese-language-and-culture

CollegeBoardSATII:ChineseWithListening

https://collegereadiness.collegeboard.org/sat/practice

EarlyLanguageListeningandOralProficiencyAssessment(ELLOPA)http://www.cal.org/ela

HanbanChineseProficiencyTest(HanyuShuipingKaoshi,HSK)

http://www.china.org.cn/english/features/hsk/105146.htm

HanbanYouthChineseTest(YCT)https://confucius.ncsu.edu/testing-scholarship/yct

InternationalBaccalaureate(IB)ProgramExaminations

http://www.ibo.orgNCSSFL-ACTFLCan-DoStatements(2017)

https://www.actfl.org/publications/guidelines-and-manuals/ncssfl-actfl-can-do-statements

StudentOralProficiencyAssessment(SOPA)http://www.cal.org/ela/sopaellopa

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AppendixBExampleofaProgramReview

HereisanexampleofthecommentsmadeafterareviewofFeature1.Feature1.ProgramDesign,Funding,Leadership,andAccountabilityStatusoftheFeature:SomewhatEvidentEvidenceofIndicators:+Thevision,goals,andplanfortheprogramarestatedintheprogram’smissionstatement.+Theprogramdesignisbasedonaresearch-basedframeworkandbestpracticesandistailoredtomeettheneedsoflocalandstatecontexts.

Needs:-Programfundingissound,butthereisnoplanforfurtherprogramdevelopmentorgrowth.-ProgramadministratorsarenewandknowverylittleaboutimmersioneducationandChineselanguageandculture.-Programadministratorsandkeystaffarenewandarenotworkingtogetheratthispoint.-Infrastructureisinplaceforsupportingallstudents,butstaffdon’tdonotyetunderstandit.-Thereisagoverningboard,butitisnewandneedstolearnabouttheprogramandthecommunity.-Asystemofaccountabilityisinplace,butstaffneedtoknowaboutitandunderstandit.NextSteps:1. Manyoftheindicatorsofthiscomponentarenotyetinplace,becausethisisanewprogram,andleadersandstaff

needtolearnalotaboutit.2. Establishafundingcommittee,whichwilldevelopaplanforcontinuedfundingandgrowth.3. Setupmeetingsandworkshopsforadministratorsandteacherssothattheybecomefamiliarwithallaspectsof

theprogram–keyfeaturesofChineselanguageandimmersioneducation,programvisionandgoals,researchbaseandstandards,instructionalgoals,accountabilitysystem.

4. Setupmeetingsforthegoverningboardtohelpthemlearnabouttheprogramandthecommunity.

Documents

Key Features of Effective Chinese Language …...Chinese Early Language & Immersion Network 2018 Key Features of Effective Chinese Language Programs: A CELIN Checklist Introduction