Chinese Language Testing and Assessment



| |CHIN824: Testing and Assessment | |

| |in Teaching/Learning Chinese as a Second Language | |

| | | |

| |CLASS HOUR: Tuesdays: 16:10-18:55PM, Fall 2007 | |

| |CLASSROOM: TBA | |

| |Instructor: Dr. Hsiu-huei Lin Domizio (林老師/林教授/林博士) | |

| |Assistant Professor of Chinese Pedagogy | |

| |Ed.D., Applied Linguistics, Columbia University | |

| | | |

| |Course Description: | |

| |Being a student in the M.A. degree program, you may want to ask “How can foreign language specialists contribute their leadership in the 21st | |

| |Century?” Knowing how to scientifically measure how well a Mandarin Chinese learner/a teacher/a program can do will empower you to become a | |

| |formidable specialist to meet that goal. | |

| | | |

| |This course aims to equip participants with applicable knowledge and skills to assess competence of a given individual, a teacher, and to assess a| |

| |Mandarin Chinese language program/center. Eventually, the participants may or may not become a district superintendent or curriculum supervisor | |

| |immediately, but they are expected to be able to articulate the entailments strength and weakness of a Chinese language learner, a Chinese | |

| |teacher, and a Chinese program’s performance. | |

| | | |

| |This course will include both theoretical and practical training regarding testing and assessment pertinent to TCSL in three folds: on teaching, | |

| |curriculum design by National Standards for Foreign Language Learning and in-class assessments (diagnostic tests, portfolio, etc.), on assessing | |

| |foreign language learners’ ability and foreign language teachers’ competence in teaching (pre-service and in-service), as well as what it means by| |

| |“a good Chinese preprogram” in area outside of U.S.A. | |

| | | |

| |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; 诊断型测验); (II) 学习者汉语水平测验与评量 (USA-OPI, SAT; | |

| |STAMP; AP Chinese Language and Culture, CHINA- HSK; 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| |

| |PROGRAM MEASUREABLE OUTCOME ASSESSMENT—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.; 415-566-0585). 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 Manual | |

| |ACTFL Performance Guidelines | |

| |ACTFL Integrated Performance Assessment Manual | |

| |ACTFL/NCATE Program Standards for the Preparation of Foreign Language Teachers  | |

| |Cal State CCTC_Multiple Subjects & Single Subject Examination Requirements; CBEST, CSET, Subject Matter 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. | |

| |[pic] | |

| | | |

| |Assessment Method 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: | |

| |1_ Attendance, attitude and completion of assignment before each class 20% | |

| |2_ Class participation and panel chair rotation 20% | |

| |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 2nd week. | |

| |3_ Mid-term project: 30% a paper in word document and a powerpoint-enhanced | |

| |oral presentation 12 min. in class. (including Email submission of ppt to the | |

| |instructor before the date.) | |

| |4_Final paper & ppt presentation: 30% (also refer to requirement in #3 above) | |

| |written paper (typed) in Chinese with bibliography or reference (10 pages, 12 pt. font, WORD document file, both a hard copy print out & an email | |

| |attachment doc file and PowerPoint file to the instructor in advance.) | |

| |Oral report+ PPT presentation 12 min. + Q & A 3 min. (in class) | |

| | | |

| |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; 诊断型测验) | |

| | | |

| | | |

| |T_1 | |

| |8/28 | |

| | | |

| |National Foreign Language Standards (ACTFL) | |

| |-p. 157-182 (pink) | |

| |Performance-based Assessment (H. Lin Domizio) Rubrics (Yu-Lan Lin)- C-1 to C-30 | |

| | | |

| | | |

| | | |

| |T_2 | |

| |9/4 | |

| |Defining Moments in Foreign and Second-Language Ed. During the Last Half of the 20th Century (Hancock & Scebold)-P. 3-11 | |

| |Foreign Language for All (Ohio State Academic Content Standards) –(00-1 to 00-14) | |

| |Developing Professional-level Language Proficiency | |

| |(Betty Lou Leaver and Boris Shekhtman) | |

| |* NETC Authentic Assessment: Middle Schoolers—(01- 016) | |

| | | |

| | | |

| | | |

| | | |

| |T_3 | |

| |9/11 | |

| | | |

| |Assessing Reading Comprehension (Andrew Cohen)- D103—D124 | |

| |Assessment on Reading Proficiency and Writing Proficiency (Rubric)- C-31—C-39 | |

| | | |

| | | |

| |T_4 | |

| |9/18 | |

| | | |

| |High School Course Design on AP Chinese Language and Culture (Miao-fen Tseng)- CRIMSON BOOK (p. 13-47 & p. 120-160) | |

| |Curriculum Design and Pedagogy in AP Chinese (設計與教學法)-hnadouts | |

| | | |

| | | |

| | | |

| |II. 学习者汉语水平测验与评量 (USA-OPI, SAT; STAMP; AP Chinese, CHINA- HSK; TAIWAN- TOP; HongKong- Beijing Hua Proficiency) | |

| | | |

| |T_5 | |

| |9/25 | |

| |ACTFL | |

| |OPI (A-1 to A-16) | |

| |STAMP (B-1 to B-6) | |

| | | |

| | | |

| | | |

| |T_6 | |

| |10/2 | |

| |SAT/ SAT-II (please visit the following link to investigate) | |

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| |AP Chinese Standardized Test (visit the following) | |

| | | |

| |-- Practice Exam and Rating | |

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| | | |

| | | |

| |T_7 | |

| |10/9 | |

| |HSK: Please visit investigate | |

| |Diagnostic Test- 诊断式评量(HSK) -了 and 是…的 (p.1-18 and 1-14) | |

| | | |

| | | |

| |T_8 | |

| |10/16 | |

| | | |

| |TOP Test Of Proficiency-Huayu (TOP)_ Test for L2 learners in Taiwan (handouts to be given) | |

| |H. K. Proficiency | |

| | | |

| | | |

| |T10/23 | |

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| |Mid-term Oral Presentation (I) | |

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| |T10/30 | |

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| |Mid-term Oral Presentation (II) | |

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| | | |

| |III. 汉语教师能力测验(CBEST, CSET; PRIX I, II, III) | |

| | | |

| | | |

| |T_9 | |

| |11/6 | |

| |CCTC- gain knowledge on | |

| |CCTC_CBEST ( ) | |

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| | | |

| |T_10 | |

| |11/13 | |

| |CCTC_CSET (extra handout to be distributed) | |

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| | | |

| |T_11 | |

| |11/20 | |

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| |PRAXIS-I, II, III (portal.site/ets) | |

| |Nation & global issues (teacher certificate in China, Taiwan, Hong Kong) | |

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| | | |

| |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 PROGRAM MEASUREABLE | |

| |OUTCOME ASSESSMENT—performance of a program, teachers, and students; CHINA’s Teacher Certificate; TAIWAN’s Teacher Certificate) | |

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| | | |

| |T_12 | |

| |11/27 | |

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| | | |

| |ACTFL/NCATE – visit this | |

| | | |

| |CLASS: Professional Standards for K-12 Chinese Language Teachers; | |

| |Elementary School Foreign Language Program- Georgia Case Study (see the reader) | |

| |Federal Security Language Initiative (NSLI): STARTALK; FLAP | |

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| | | |

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| |T_13 | |

| |12/4 | |

| |China, Taiwan and beyond: International Education and | |

| |Foreign Language-Study Abroad (Mandarin Training Ctr.: 教材教案評估練習Sample of Lesson Plan ( -1- ) to ( - 20 - ) | |

| |Programs in China, Taiwan and H. K. | |

| |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) | |

| |the United States: College Board’s Promotion of AP Summer Institute for Professionals: in U.S.A. and in China and Taiwan | |

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| |T12/11 | |

| |Final Presentation I | |

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| | | |

| |T | |

| |12/18 | |

| |Final Presentation II | |

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|Bibliography |

|1. Andrew D. Cohen (1994). Assessing Language Ability in Classroom. 2nd edition, Heinle & Heinle Publishers, Boston, MA. |

|2. 歐滄和 (2002). 教育測驗與評量 , 臺北: 心理出版社 |

|3. 劉英林 (1994) 漢語水平考試研究。北京：現代出版社 |

|4. 華語文能力測驗 ─研究與實務 柯華葳（2004）遠流出版社 |

|5. 教育測驗與評量（成就測驗與評量）─余民寧 （1996）心理出版社 |

| |

|6. 英語口語測試與教學Testing and Teaching Spoken English, Wen Qiufang (1999) 上海外語出版社 |

| |

|7. 中國漢語水平考試(HSK)。北京語言大學漢語水平考試中心 (2005)－研究報告精選(2005), 北京語言大學出版社。 |

| |

|8. 國家漢語水平考試委員會辦公室考試中心制定(2001)。漢語水平詞彙與漢字等級大綱(修定本)。北京：經濟科學出版社。 |

| |

|Reflecting on the Past to Shape the Future, Birckbichler & Terry (eds.) (2005) National Textbook Company. |

| |

|Developing Professional-level Language Proficiency, Betty Lou Leaver and Boris Shekhtman (2004) Cambridge University Press. |

| |

|Teaching for Proficiency, the Organizing Principle, Theodore V. Higgs (1987), National Textbook Company. |

| |

|關鍵字(Key Terms): |

| |

|測驗與教學 (Testing & Pedagogy) |

|測驗原則 (Need, Purpose, Reliability, Validity...) |

|測驗性質 (Discrete-point, Integrative Tests; Norm-referenced, Criterion- referenced, Objective, Subjective) |

|語文課程總綱, 測驗標準 (Guidelines, National Standard;) |

|測驗種類(Proficiency vs. Achievement Test; Minimum Competency Test; Diagnostic, Placement, Cloze, C-Test, Completion, Multiple-Choice) |

|測驗方法 (Direct Tests: performance-based, authentic assessments, real-life contextualized tests; Indirect Tests: traditional |

|paper-and-pencil tests on collections of discrete items or grammar points) |

|華語測驗現狀 (Proficiency, Placement, Simulated Oral, Computer-Adaptive) |

|篩選性標準化測驗(Norm-referenced Standardized Tests; Chinese SAT-II, Pre-CPT, CPT, ＴTOP_Taiwan, HSK_CHina) |

|語文測驗製作實踐 (Quizzes, Tests, Mid-term/Final Exam, Placement, Proficiency) |

|測驗統計與分析 (Descriptive Statistics, Normal frequency Distribution, Derived Scores) |

| |

|其他參考書目(Other Reference) |

|Hill, C & K. Parry. 1994. From Testing to Assessment. NY: Longman |

|Hugh, A. 1995. Testing for Language Teachers. Cambridge: Cambridge |

|University Press. |

|Madsen, H.S. 1983. Techniques in Testing. Oxford: Oxford University Press |

|ACTFL Proficiency Guidelines |

|ACTFL National Standards |

|ACTFL/NCATE Program Report |

|A Handbook for Teacher Educators and Program Reviewers: Standards of Quality and Effectiveness for Subject Matter Programs |

| |

|BIBLIOGRAPHY ON LANGUAGE TESTING: |

| |

|Bachman, L. F. & A. Palmer. (1996). Language Testing in Practice. Oxford University Press. Oxford Applied Linguistics. |

| |

|Bachman, L. F. & A. D. Cohen (Editors). (1999). Interfaces between Second Language Acquisition and Language Testing Research. Cambridge |

|University Press. |

| |

|Bailey, K. (1996). Working for washback: A review of the washback concept in language testing. Language Testing, 13, 257-279. |

| |

|Brown, H.D. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Addison Wesley Longman. |

| |

|Brown, J.D. (1996). Testing in language programs. New York: Prentice-Hall Regents. |

| |

|Brown, J., & Hudson, T. (1998). The alternatives in language assessment. TESOL Quarterly, 32, 653-675. |

| |

|Cheng, L. (1999). Changing assessment: Washback on teacher perceptions and actions. The Teacher and Education, 15, 253-271. |

| |

|Cohen, A.D. (1996). Developing the ability to perform speech acts. Studies in Second Language Acquisition, 18, 253-267. |

| |

|Cohen, A.D. (1998). Strategies in Learning and Using a Second Language. UK: Longman. |

| |

|Crystal, D. (2001). The future of Englishes. In A. Burns and C. Coffin (Eds.), Analysing English in a global context: A reader (pp. 53-64). |

|London/New York: Routledge. |

| |

|Derewianka, B. (2001). Pedagogical grammars: Their role in English language teaching. In A. Burns and C. Coffin (Eds.), Analysing English in|

|a global context: A reader (pp. 240-269). London and New York: Routledge. |

| |

|Gavioli, L., and Aston, G. (2001). Enriching reality: language corpora in language pedagogy. ELT Journal, 55, 238-245. |

| |

|Graddol, D. (1997). The future of English? London: The British Council. Retrieved September 10, 2001 from: |

| |

| |

|Kachru, B. (1992). World Englishes: Approaches, issues, and resources. Language Testing, 25, 1-14. Cambridge: Cambridge University Press. |

| |

|Kachru, B., & Nelson, C. (2001). World Englishes. In A. Burns and C. Coffin (Eds.), Analysing English in a global context: A reader (pp. |

|9-25). London/New York: Routledge. |

| |

|Kasper, G., & Schmidt, R. (1996) Developmental issues in interlanguage pragmatics. Studies in Second Language Acquisition, 18, 149-169. |

| |

|McNamara, T. F. (1996). Measuring Second Language Performance (Applied Linguistics and Language Study) |

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|McNamara, T. F. & H. G. Widdowson. (2000). Language Testing (Oxford Introduction to Language Series) |

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|Rose, K., & Kasper, G. (Eds). (2001). Pragmatics in language teaching. Cambridge: Cambridge University Press. |

| |

|Thomas, J. (1995). Meaning in interaction: An introduction to pragmatics. New York: Longman Group. |

| |

|Washburn, G. (2001). Using situational comedies for pragmatic language teaching and learning. TESOL Journal 10(4), 21-26. |

| |

|Willis, J. (1996). A framework for task-based learning. Harlow, UK: Addison Wesley Longman. |

| |

|Yano, Y. (2001). World Englishes in 2000 and beyond. World Englishes, 20, 119-131. Oxford, UK: Blackwell Publishers. |

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