LANGUAGE PROFICIENCY ASSESSMENT
What, Why, How?
What? Language Proficiency Assessments are intended to: ¨ Measure relative language proficiency in areas related to listening, speaking, reading, and writing ¨ Relative language proficiency is purported to be measured related to a native speaker of the language of the same age ¨ May also be used as measures of developing bilingualism
Why Assess? For compliance with relevant laws, and state/federal policies (e.g. Lau, NCLB) ¨ To determine HOW MANY students are ELLs (NEP, LEP, FEP) ¨ To evaluate growth in English over time ¨ To drive instruction ¨
How do we assess? Formal language assessments (large scale) ¨ Used for compliance (NEP, LEP, FEP) and program identification (ESL/ELD, bilingual, dual language) ¨ May be used to measure growth ¨ Difficult to use to drive instruction ¨ LAS, IPT, Woodcock-Muñoz ¨ CELA (2006-2012); ACCESS (2013)
How do we assess? Informal Assessments ¨ Used to drive instruction ¨ Used to get different information on students ¨ Used to measure growth
Informal Language Assessment: Student Oral Language Observation Matrix (SOLOM)
SOLOM - Overview ¨
¨
Is a rating scale that can be used to assess an individual’s command of ORAL language on the basis of observations and interview questions Purpose is to collect natural language samples (not academic language). ¤ Natural
language measures are considered more reliable measures of oral language proficiency than discrete point tests ¤ Sensitive to growth and change over time in oral language ¨
Conducted individually
SOLOM - Overview Can be used to determine instructional needs in regards to ORAL language development ¨ Can easily be adapted into multiple languages (thus, a bilingual measure) ¨ Should be administered by person who scores a “4” or above ¨
SOLOM Advantages ¨ Based on interview/ observations ¨ Yields diagnostic information (work on grammar, vocabulary, etc.) ¨ Open ended questions (not discrete point) ¨ More comfortable way to assess students ¨ More enjoyable for students ¨ Can be used with multiple age groups
Disadvantages ¨ 1 on 1 administration ¨ Time consuming ¨ Inter-rater reliability ¨ Favors out-going students (shy students may not talk as much) ¨ Avoidance strategies of L2 learners ¨
Assesses only oral language (not reading/ writing)
SOLOM ¨
Measures five aspects of oral language proficiency: ¤ Comprehension,
and grammar
fluency, vocabulary, pronunciation,
Activity to familiarize yourself with the SOLOM
In pairs/triads ¨
1.
2.
3.
Create a chart that describes each of the 5 aspects of Oral Language Proficiency from low to high level of proficiency Put the five aspects in order vertically: 1) Comprehension, 2) Fluency, 3) Vocabulary, 4) Pronunciation, and 5) Grammar Put the levels in order horizontally from lowest (1) to highest (5) for each aspect (color coded) Compare your chart to another group and discuss differences and make adjustments if needed
Scoring the SOLOM Scored on a scale of 1-5 for each aspect of oral language proficiency ¨ Students are assigned an overall score with a range of 5 through 25 ¨ Add scores in each of the categories ¨
¤ Example: ¤ Comprehension
4 + Fluency 3 + Vocabulary 3 + Pronunciation 2 + Grammar 1 = 13 Total ¤ Divide by 5 ¤ 13 divided by 5 = 2.5
Interpreting the Outcomes Range will be from 0-5 ¨ Overall scores of 0-1 = NEP ¨ Overall scores of 2-3 = LEP ¨ Overall scores of 4-5 = FEP It is possible to assess relative bilingualism
Protocol for giving the SOLOM ¨
See handout bottom of page 2, section “PROTOCOL”, “SCORING”, and “Interview Questions”
Try it out! Read the SOLOM transcript between Wendy (teacher) and Ramón (student who is taking the SOLOM) ¨ In pairs - decide where Ramón falls on the rubric ¨ Calculate a score for each category and an overall score ¨ Discuss what the instructional implications are for Ramón ¨ Take notes on sheet ¨
Ramón: Talking Points Scores for each area ¨ Strengths ¨ Needs and instructional implications ¨
SOLOM Student Oral Language Observation Matrix Student’s Name: _________________________________________ Overall Score (English): ________________ 1 Comprehension Cannot be said to
understand even simple conversation.
Grade: _____________
Date: _________________
(Spanish): ______________ 2
3
4
5
Has great difficulty following what is said. Can comprehend only “social conversation” spoken slowly and with frequent repetitions. Usually hesitant; often forced into silence by language limitations.
Understands most of what is said at slowerthan normal speed with repetitions.
Understands nearly everything at normal speech, although occasional repetition may be necessary.
Understands everyday conversation and normal classroom discussions without difficulty.
Speech in everyday conversation and classroom discussion is frequently disrupted by the student’s search for the correct manner of expression.
Speech in everyday conversation and classroom discussions is fluent and effortless approximating that of a native speaker.
Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary. Pronunciation problems necessitate concentration on the part of the listener and occasionally lead to misunderstanding.
Speech in everyday conversation and classroom discussions is generally fluent, with occasional lapses while the student searches for the correct manner of expression. Occasionally uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies. Always intelligible, though one is conscious of a definite accent and occasional inappropriate patterns.
Makes frequent errors of grammar and word order, which occasionally obscure meaning.
Occasionally makes grammatical and/or word-order errors which do not obscure meaning.
Grammatical usage and word order approximates that of a native speaker.
Fluency
Speech is so halting and fragmentary as to make conversation virtually impossible.
Vocabulary
Vocabulary limitations so extreme as to make conversation virtually impossible.
Misuse of words and very limited vocabulary make comprehension quite difficult.
Pronunciation
Pronunciation problems so severe as to make speech virtually impossible.
Grammar
Errors in grammar and word order so severe as to make speech virtually unintelligible.
Very hard to understand because of pronunciation problems. Must frequently repeat in order to make himself or herself understood. Grammar and word order errors make comprehension difficult. Must often rephrase and/or restrict himself/herself to basic patterns.
Use of vocabulary and idioms approximates that of a native speaker. Pronunciation and intonation approximates that of a native speaker.
Student Examples Edgar ¨ Raquel ¨ Use their scores to determine LEPness and Bilingualism ¨
Spanish = 4 English = 3.2
SOLOM Student Oral Language Observation Matrix
Edgar
Student’s Name: _________________________________________ Overall Score (English): ________________ 1 Comprehension Cannot be said to
understand even simple conversation.
8
Grade: _____________
Date: _________________
(Spanish): ______________ 2
3
4
5
Has great difficulty following what is said. Can comprehend only “social conversation” spoken slowly and with frequent repetitions. Usually hesitant; often forced into silence by language limitations.
Understands most of what is said at slowerthan normal speed with repetitions.
Understands nearly everything at normal speech, although occasional repetition may be necessary.
Understands everyday conversation and normal classroom discussions without difficulty.
Speech in everyday conversation and classroom discussion is frequently disrupted by the student’s search for the correct manner of expression.
Speech in everyday conversation and classroom discussions is fluent and effortless approximating that of a native speaker.
Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary. Pronunciation problems necessitate concentration on the part of the listener and occasionally lead to misunderstanding.
Speech in everyday conversation and classroom discussions is generally fluent, with occasional lapses while the student searches for the correct manner of expression. Occasionally uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies. Always intelligible, though one is conscious of a definite accent and occasional inappropriate patterns.
Makes frequent errors of grammar and word order, which occasionally obscure meaning.
Occasionally makes grammatical and/or word-order errors which do not obscure meaning.
Grammatical usage and word order approximates that of a native speaker.
Fluency
Speech is so halting and fragmentary as to make conversation virtually impossible.
Vocabulary
Vocabulary limitations so extreme as to make conversation virtually impossible.
Misuse of words and very limited vocabulary make comprehension quite difficult.
Pronunciation
Pronunciation problems so severe as to make speech virtually impossible.
Grammar
Errors in grammar and word order so severe as to make speech virtually unintelligible.
Very hard to understand because of pronunciation problems. Must frequently repeat in order to make himself or herself understood. Grammar and word order errors make comprehension difficult. Must often rephrase and/or restrict himself/herself to basic patterns.
X
X
XX
X
X
X
X
X
Use of vocabulary and idioms approximates that of a native speaker. Pronunciation and intonation approximates that of a native speaker.
X
Spanish = 3.2 English = 2
SOLOM Student Oral Language Observation Matrix
Raquel
Student’s Name: _________________________________________ Overall Score (English): ________________ 1 Comprehension Cannot be said to
understand even simple conversation.
8
Grade: _____________
Date: _________________
(Spanish): ______________ 2
3
Has great difficulty following what is said. Can comprehend only “social conversation” spoken slowly and with frequent repetitions. Usually hesitant; often forced into silence by language limitations.
X
Fluency
Speech is so halting and fragmentary as to make conversation virtually impossible.
Vocabulary
Vocabulary limitations so extreme as to make conversation virtually impossible.
Misuse of words and very limited vocabulary make comprehension quite difficult.
Pronunciation
Pronunciation problems so severe as to make speech virtually impossible.
Grammar
Errors in grammar and word order so severe as to make speech virtually unintelligible.
Very hard to understand because of pronunciation problems. Must frequently repeat in order to make himself or herself understood. Grammar and word order errors make comprehension difficult. Must often rephrase and/or restrict himself/herself to basic patterns.
X
X X X
XX
4
5
Understands most of what is said at slowerthan normal speed with repetitions.
Understands nearly everything at normal speech, although occasional repetition may be necessary.
Speech in everyday conversation and classroom discussion is frequently disrupted by the student’s search for the correct manner of expression.
Speech in everyday conversation and classroom discussions is fluent and effortless approximating that of a native speaker.
Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary. Pronunciation problems necessitate concentration on the part of the listener and occasionally lead to misunderstanding.
Speech in everyday conversation and classroom discussions is generally fluent, with occasional lapses while the student searches for the correct manner of expression. Occasionally uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies. Always intelligible, though one is conscious of a definite accent and occasional inappropriate patterns.
Makes frequent errors of grammar and word order, which occasionally obscure meaning.
Occasionally makes grammatical and/or word-order errors which do not obscure meaning.
Grammatical usage and word order approximates that of a native speaker.
X
X
Understands everyday conversation and normal classroom discussions without difficulty.
Use of vocabulary and idioms approximates that of a native speaker. Pronunciation and intonation approximates that of a native speaker.
X
IDEA!!! Monitor growth over time (see handout, Oral Language Summary Profile Using SOLOM) ¨ You may use the SOLOM and compare/contrast to CELA outcomes ¨ You may use the SOLOM to learn more about children s bilingualism - CELA only assesses English ¨
