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The development, management, and costs of a large-scale foreign language assessment program
|Title:||The development, management, and costs of a large-scale foreign language assessment program|
|Date Issued:||01 Jan 2014|
|Publisher:||Heinle Cengage Learning|
|Citation:||Bernhardt, E. & Brilliantes, M. (2014). The development, management, and costs of a large-scale foreign language assessment program. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 41-61. http://hdl.handle.net/102015/69733|
|Abstract:||The Stanford Language Center has a 20-year history of designing, implementing,|
and managing an assessment program across two years of instruction in 15 languages.
This assessment program is embedded in the teaching, learning, and professional
development facets of the Language Center. Aspects of the assessment
program have been chronicled over the years. This chapter reiterates the scope of
the assessment program (number of students assessed each year); the assessment
measures (Simulated Oral Proficiency Interviews [SOPIs]; Oral Proficiency Interviews
[OPIs]; Writing Proficiency Assessments [WPAs]; and Writing Proficiency
Tests [WPTs]); the relationship of these measures to the curricular objectives and
outcomes based in the National Standards; and the impact the assessment program
has had on the status and authority of the Language Center within the university,
particularly with regard to the university’s accreditation process. The bulk
of the chapter focuses on the monetary and nonmonetary costs of this program.
The nonmonetary costs in a large assessment program revolve around both teaching
staff and students. The teaching staff has to be on the same page regarding the
scoring schemes and scales for any assessment. Students, too, must be convinced
that any assessment program is really about improving their performance as well
as that of their peers. Monetary costs include test development, technology costs
for realizing the tests in digital format, teacher training costs, and the costs of rating
the assessments. Finally, and perhaps most importantly, the chapter provides
information on the relationship between the monetary investment in the assessment
program and student performance.
|Appears in Collections:||
2014 INNOVATION AND ACCOUNTABILITY IN LANGUAGE PROGRAM EVALUATION|
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