This session examines the correlation between formative assessment and proficiency test results in an intensive program designed to bring participants to general professional proficiency (ACTFL Superior/ILR Level 3). The data analyzed are from program internal formative assessment tools and external entry and exit tests. Formative assessment was conducted on student generated portfolios of performance on multiple language tasks. Performance was assessed using rubrics aligned with ILR proficiency descriptors, and was correlated with gains demonstrated by comparing program entry and exit scores on formal proficiency tests. Correlations found support the value of formative assessment to demonstrate language proficiency growth. Participants will understand how formative assessment rubrics can be developed in alignment with ILR proficiency descriptors. They will see how such rubrics can effectively be used in a program that prepares participants to use their language skills in professional contexts, and how the use of such rubrics is reflected in formal testing outcomes.
This presentation is part of the session: Research Paper Presentations on Assessment I, 11 am - 12 pm.