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I evaluate my 4th grade DLI students with IPA and SGO tasks. Students need to be evaluated the speaking and listening to intermedia-Mid level, and writing and reading to intermedia Low level. We use STAMP for 3rd grade and 5th Grade but not for other grade levels. I believe AAPPL assessment would be beneficial because it has very clear and specific standards and rubrics for grading, and we need to know how to evaluate students’ progress point to point, and design the lessons accordingly.
OPI assessment is done by trained raters who know how to grade the language points and give the questions which can assess the proficiency in details rubrics. However, the test is not affordable for many school districts and students.
Our current assessment is STAMP test for certain grades only. I believe it is also a functional assessments and cost friendly. However, for the teaching purposes, the assessments shall provide the learning outcome the more precise the better.
My one year new experience in immersion program, observed a problem: the immersion class students has very different expectations to their behaviors compare to other general classes. It reminds me of one article I read”A survey of American paired teachers in dual language Chinese immersion programs” by Sean R. Hill, published: 20 March 2023, on the research, “A national survey of 106 American teachers examined their attitudes regarding collaboration with their Chinese teacher. Many reported the immersion teachers’ needs for more targeted professional development about American culture and the education system because of misunderstandings at the building level. Despite concerns, partner teachers found the role challenging but professionally rewarding.”
I found the immersion classes I have strongly either asking questions about why (they have to do it) or resistance to agreeable classroom rules if it is not using authority styles. It is concerning in the beginning that students were not following classroom norms and rules, not respectful to peers and teachers. Gradually I found the students do not understand the differences between acting out of obedience or respect and rebellious or defiance. For the elementary school levels, I found that means a systematic problems.
My students are immersion elementary students. They are 9-10 years old and learning Chinese/mandarin meet intermediate-low proficiency level. They shall be tested with speaking/listening/reading and writing. It takes some training to evaluate their proficiency level for the following reasons:
1. This group of students missed almost 2 years of interpersonal communications during pandemic lockdown, and their proficiency of speaking faced challenges especially for students who were not speaking target language at home,, therefore their speaking proficiency will be affected by the audience and the persons who are communicating with.
2. The big gap of reading and writing get worse for the same reason. The topics who are able to read and write will be shown on the materials they have learned. The assessment will become performance task instead of proficiency assessment if the evaluators are not trained to conduct the adaptive evaluation.
My school district is not using AAPPL assessment, we had level learning reading assessment every 2-3 months, and each teacher evaluates the students based on the team IPA plans and SGO plans. I will suggest if it will be possible to introduce AAPPL assessments.
I teach DLI elementary school students, there half heritage and half non heritage. I evaluate students 3 mode communicative skills and content areas performance, especially focus areas (ELA & Math) learning. For Chinese language art, students are evaluated their reading and writing. I believe they have stamp for proficiency test, I think AAPPl will be good for 4 aspects of assessment. Our goal is also for students to be able to become bilingual and be able to take AP when they enter high school.
