Embed Size (px)
Citation preview
NJSTAMPNJSTAMPTesting Preparation
2008Testing Preparation
2008
What will we do Today?What will we do Today?•Training Agenda - Purpose of the GEWLPAP
•STANDARDS - ASSESSMENT - INDICATORS
•TECHNOLOGY PREPARATION
•NJSTAMP Website/ Support
•Registration Process and Timelines
•Questions Concerns
•Have some FUN!
•Training Agenda - Purpose of the GEWLPAP
•STANDARDS - ASSESSMENT - INDICATORS
•TECHNOLOGY PREPARATION
•NJSTAMP Website/ Support
•Registration Process and Timelines
•Questions Concerns
•Have some FUN!
Grant-funded Research and Development
Classroom Learning and Assessment
Tools
Licensing Collaboration
Goals/Purpose of Project Goals/Purpose of Project •Drive program improvement by assisting districts in determining if their current curricular design will enable Grade 8 students to demonstrate proficiency at the Novice-High level•Form the basis for professional development that focuses on the connection between assessing and teaching for language proficiency•Measure increasing student proficiency in a world language •Provide baseline data for the development of a revised statewide assessment policy in fall 2008.
•Drive program improvement by assisting districts in determining if their current curricular design will enable Grade 8 students to demonstrate proficiency at the Novice-High level•Form the basis for professional development that focuses on the connection between assessing and teaching for language proficiency•Measure increasing student proficiency in a world language •Provide baseline data for the development of a revised statewide assessment policy in fall 2008.
Project Update/Progress Project Update/Progress •2008 is the THIRD YEAR of testing in the
three year FLAP grant timeline.
•Nearly 40,000 students have been tested in
over 120 unique districts across New Jersey.
•Reports have been presented to the NJ State
Board of Education on the findings.
•Teaching and learning has been enhanced at
the district level due to the findings and reports.
•2008 is the THIRD YEAR of testing in the
three year FLAP grant timeline.
•Nearly 40,000 students have been tested in
over 120 unique districts across New Jersey.
•Reports have been presented to the NJ State
Board of Education on the findings.
•Teaching and learning has been enhanced at
the district level due to the findings and reports.
Project Effects Project Effects •Enhanced awareness of World Language as a core area...(whatever is tested is valued)•Student Motivation and Focus has Increased.•Increased scrutiny of World Language programs with limited student contact hours. The data collected shows that the factors contributing to higher levels of proficiency are time and intensity.•Data and workshops have lead to an increased focus on the teaching of reading and better utilization of realia in the classroom.•Greater support and “buy-in” from administration due to access to state and national comparative data.
•Enhanced awareness of World Language as a core area...(whatever is tested is valued)•Student Motivation and Focus has Increased.•Increased scrutiny of World Language programs with limited student contact hours. The data collected shows that the factors contributing to higher levels of proficiency are time and intensity.•Data and workshops have lead to an increased focus on the teaching of reading and better utilization of realia in the classroom.•Greater support and “buy-in” from administration due to access to state and national comparative data.
Project Effects Project Effects
•Others?.....•What is happening in your district/classroom?
•Others?.....•What is happening in your district/classroom?
District Comparative Data District Comparative Data
Standards /AssessmentStandards /Assessment•How well do you know the standards?
•Can you describe what a Novice-H learner can do?
•How well do your students know the standards?
•How do you communicate these to the students?
•Do your students use the standards in their activities?
•How well do you know the standards?
•Can you describe what a Novice-H learner can do?
•How well do your students know the standards?
•How do you communicate these to the students?
•Do your students use the standards in their activities?
0
0+
1
1+
2
2+
3
3+
4
4+
5
FSI/ILR
Novice-High
Novice-Mid
Novice-Low
Intermediate-High
Intermediate-Mid
Intermediate-low
Advanced Plus
Advanced
Superior
Distinguished
Benchmark 1
Benchmark 2
Benchmark 3
Benchmark 4
Benchmark 5
Benchmark 6
ACTFL
STATE
Dis
tric
t
Cla
ssro
om
Proficiency?Proficiency?
Performance IndicatorsPerformance IndicatorsAble to satisfy immediate needs using rehearsed utterances. Shows little real autonomy of expression, flexibility or spontaneity. Can ask questions or make statements with reasonable accuracy only with memorized utterances or formulae. Attempts at creating speech are usually unsuccessful. (Source: ILR Scale)
Novice-High / 0+
New Jersey Progress Indicators-InterpretiveNew Jersey Progress
Indicators-Interpretive
N-H 3: Identify people, places, objects, and activities in daily life based on oral or written descriptions. N-H 4: Comprehend short conversations and brief written messages on familiar topics.
N-H 3: Identify people, places, objects, and activities in daily life based on oral or written descriptions. N-H 4: Comprehend short conversations and brief written messages on familiar topics.
Novice-High from: Horizontal Matrix for World Languages
New Jersey Progress Indicators-Presentational
New Jersey Progress Indicators-Presentational
N-H 1: Create and present orally or in writing brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary in a guided format. N-H 2: Describe in writing using a guided format people and things from the home/school environment.
N-H 1: Create and present orally or in writing brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary in a guided format. N-H 2: Describe in writing using a guided format people and things from the home/school environment.
Novice-High from: Horizontal Matrix for World Languages
Performance IndicatorsPerformance IndicatorsExamples: The individual's vocabulary is usually limited to areas of immediate survival needs. Most utterances are telegraphic; that is, functors (linking words, markers and the like) are omitted, confused or distorted. An individual can usually differentiate most significant sounds when produced in isolation but, when combined in words or groups of words, errors may be frequent. Even with repetition, communication is severely limited even with people used to dealing with foreigners. Stress, intonation, tone, etc. are usually quite faulty.
Novice-High / 0+ (Language Control-Accuracy)
Sample Speaking Item
Sample Speaking Item
Scoring ProcessScoring Process
STUDENT
SAMPLE
Yes
No
Ratable?
Connected Sent.
Strings of Sent.
Simple Sentences
Phrases
Words
Text Type
Blank- No Aud.
Off Topic
English - Non-t.
Violent/Profane
Compreh. Lang. Cont.
S+ S+
S S
W W
W- W-
Details
Technology •Diagnostic Wizard
•Port 1935 Check/Bandwidth
•Headsets
Technology •Diagnostic Wizard
•Port 1935 Check/Bandwidth
•Headsets
Registration Process
Registration Process
Registration FormRegistration Form
ClassPakClassPak
