Sample Response – Heritage
| Considerations for Test Administration |
1. Giving the test. Is it… ___ Individually-administered? Because Ms. Mehra doesn’t have a lot of staff at her disposal, she should orient towards a test that can be group-administered. This way, she can have multiple test sessions to accommodate students, with one instructor at each session. |
2. Directions, examples, questions, and prompts. Are they… _X_ In English? Ms. Mehra will have to consult with the other instructors about the skill levels of the other groups before making a decision about the format. Because the assessment is formative, the content and format should accurately represent what the students are able to do, including prompts and examples. |
3. Student answers and responses. Are they… _X_ In English? Again, Ms. Mehra will have to consult with the other instructors about the skill levels of the other groups before making a decision about the format. However, because the assessment is group-administered, students will need to write down their answers to prevent sharing. |
| Considerations for Scoring Tests |
4. Method of scoring. Does it involve… _X_ Counting the number correct? The test should allow for the quickest scoring by a small number of proctors. Because Ms. Mehra and the other staff teach at a community center, in addition to being outnumbered by students, they need something that will save time. The score should be holistic, in order to give both students and instructors a better overall idea of students’ proficiencies. |
5. People and steps involved in scoring. Is the test… __ Hand-scored? The community center has a newly-built library space, including a computer lab, which Ms. Mehra and the other instructors can take advantage of. |
6. Location for scoring. Is it… _X_ Local/On-site? Scoring the test locally and with the help of the lab’s technology will save both time and money. |
For more heritage learner scenarios, see the Heritage Language Assessment Module.
