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Assessment of Second Language Proficiency
The development of high-quality proficiency-based second language
assessment tools has long been a priority at CARLA. The Minnesota
Language Proficiency Assessments are a battery of assessment
tools for reading, writing, speaking, and listening proficiency
in French, German, and Spanish. Complementing its work with large-scale
assessments and in connection with its annual summer
institute, CARLA staff created the Virtual
Assessment Center designed to meet the day-to-day assessment
needs of language teachers through an accessible array of practical
classroom resources.
>> More information about the second
language assessment projects at CARLA.
Products
Publications
Professional Presentations
Other Dissemination
Products
CARLA Assessment Team (Ongoing)
Minnesota Language Proficiency
Assessments: Contextualized Listening Assessment (CoLA): Intermediate-low
and Intermediate-high levels: French, German, and Spanish. Minneapolis,
MN: University of Minnesota, The Center for Advanced Research on
Language Acquisition.
CARLA Assessment Team (Ongoing)
Minnesota Language Proficiency
Assessments: Contextualized Reading Assessment (CoRA): Intermediate-low
and Intermediate-high levels: French, German, and Spanish. Minneapolis,
MN: University of Minnesota, The Center for Advanced Research on
Language Acquisition.
CARLA Assessment Team (Ongoing)
Minnesota Language Proficiency
Assessments: Contextualized Speaking Assessment (CoSA): Intermediate-low
and Intermediate-high levels: French, German, and Spanish. Minneapolis,
MN: University of Minnesota, The Center for Advanced Research on
Language Acquisition.
CARLA Assessment Team (Ongoing)
Minnesota Language Proficiency
Assessments: Contextualized Speaking Assessment (CoSA): Rater-training
manual for Intermediate-low levels: French, German, and Spanish.
Minneapolis, MN: University of Minnesota, The Center for Advanced
Research on Language Acquisition.
CARLA Assessment Team (Ongoing)
Minnesota Language Proficiency
Assessments: Contextualized Writing Assessment (CoWA): Intermediate-low
and Intermediate-mid levels: French, German, and Spanish. Minneapolis,
MN: University of Minnesota, The Center for Advanced Research on
Language Acquisition.
CARLA Assessment Team (Ongoing)
Minnesota Language Proficiency
Assessments: Contextualized Writing Assessment (CoWA): Rater-training
manual for Intermediate-low and Intermediate-mid levels: French,
German, and Spanish. Minneapolis, MN: University of Minnesota, The
Center for Advanced Research on Language Acquisition.
Publications
Chalhoub-Deville, M. (1995)
A contextualized approach to describing oral language proficiency.
Language Learning, 45, 251-281.
Chalhoub-Deville, M. (1995)
Deriving oral assessment scales across different tests and rater
groups. Language Testing, 12, 16-33.
Chalhoub-Deville, M. (1996)
Performance assessment and the components of the oral construct
across different tasks and rater groups. In M. Milanovic & N.
Saville (Eds.), Performance testing, cognition, and assessment:
Selected papers from the 15th Language Testing Research Colloquium
(LTRC) Cambridge and Arnhem. New York: Cambridge University
Press.
Chalhoub-Deville, M. (1996)
Test interpretation, test use, and pedagogical implications. Australian
Review of Applied Linguistics, 13, 188-207.
Chalhoub-Deville, M. (1997)
Theoretical models, assessment frameworks, and test construction.
Language Testing, 14, (1), 3-22.
Chalhoub-Deville, M. (1997)
The Minnesota Articulation Project and its proficiency-based assessments.
Foreign Language Annals, 30, (4), 492-502.
Chalhoub-Deville, M. (1998)
Research-then-theory to test development. In A. Kunnan (Ed.), Validity
and equity issues in language testing: Selected papers from the
16th Language Testing Research Colloquium. Long Beach, CA.
Chalhoub-Deville, M., Alcaya, C., & McCollum Lozier,
V. (1996)
An operational framework for constructing a computer-adaptive
test of L2 reading ability: Theoretical and practical issues.
CARLA Working
Paper Series #1. Minneapolis, MN: University of Minnesota, The
Center for Advanced Research on Language Acquisition.
Chalhoub-Deville, M., Alcaya, C., & McCollum Lozier,
V. (1997)
Language and Measurement Issues in Developing Computer Adaptive
Tests of Reading Ability: The University of Minnesota Model. In
A. Huhta, V. Kohonen, L. Kurki-Suonio, & S. Luoma (Eds.), Current
Developments and Alternatives in Language Assessment: Proceedings
of LTRC 96. Jyväskylä, Finland: Kopijyvä Oy.
Cohen, A. D. (2001)
Second language assessment. In M. Celce-Murcia (Ed.), Teaching
English as a second or foreign language (3rd ed., pp. 515-534).
Boston: Heinle & Heinle/Thomson Learning.
Cohen, A. D., & Brooks-Carson, A. (2001)
Research on direct vs. translated writing processes: Students’
strategies and their results. Modern Language Journal, 85,
169-188.
McCollum Lozier, V., & Chalhoub-Deville, M. (1997,
January)
Preliminary item response theory analysis of the University
of Minnesota CLA Language Proficiency Tests in French, German, and
Spanish. CARLA
Working Paper Series #5. Minneapolis, MN: University of Minnesota,
The Center for Advanced Research on Language Acquisition.
Reed, D. J., & Cohen, A. D. (2001)
Revisiting raters and ratings in oral language assessment. In C.
Elder et al (Eds.), Experimenting with uncertainty: Essays in
honour of Alan Davies (pp. 82-96). Cambridge: Cambridge University
Press.
Reed, D. J., & Halleck, G. B. (1997)
Probing above the ceiling in oral interviews: What’s up there?
In A. Huhta, V. Kohonen, L. Kurki-Suonio, & S. Luoma (Eds.),
Current Developments and Alternatives in Language Assessment:
Proceedings of LTRC 96. Jyväskylä, Finland: Kopijyvä
Oy.
Sweet, G., Alcaya, C., Lentz, U., & Reed, D. (1999,
September)
Developing speaking and writing tasks for second language assessment:
A miniguide for assessment development. Minneapolis, MN: University
of Minnesota, The Center for Advanced Research on Language Acquisition.
[Available online
(PDF) - (requires Adobe
Reader)]
Professional Presentations
Berg, G., & Lentz, U. (2003, October 25)
Minnesota Language Proficiency Assessments for Minnesota world language
teachers: Meeting target levels of proficiency. Presentation given
at the annual conference of the Minnesota Council on the Teaching
of Languages and Cultures (MCTLC),
Bloomington, MN.
Lentz, U. (2003, May 29)
Models for developing assessment tasks and rubrics. Pre-conference
workshop conducted at the Third International Conference on Language
Teacher Education, Minneapolis, MN.
Lentz, U., Falsgraf, C., Garcia, E., & Malone, M. (2003,
November 22)
Taking the measure of standards: New assessment initiatives. Presentation
given at the annual conference of the American Council on the Teaching
of Foreign Languages (ACTFL)
Conference, Philadelphia, PA.
Other Dissemination
Developing assessments for the second language classroom.
(1997–2004)
Annual summer institute for teachers conducted through the CARLA
Summer Institute program, The Center for Advanced Research on
Language Acquisition, University of Minnesota, Minneapolis.
Developing assessments for less commonly taught languages.
(2004)
Summer institute for teachers conducted
through The Center for Advanced Research on Language Acquisition,
University of Minnesota, Minneapolis.
Alcaya, C., & Lentz, U. (2002, December 5)
The Virtual Assessment Center.
Presentation given at the CARLA Lunchtime Series, University of
Minnesota, Minneapolis.
Alcaya, C., Tzenis, C., & O'Donovan, K. (2003, January
17)
Assessment in the second language classroom. Workshop given at the
University of Minnesota's Asian Languages and Literatures Department,
Minneapolis, MN.
Gökçora, D., & Cohen, A. (2004, March 5)
Proficiency-based assessment in reading. Workshop conducted for
language instructors at the University of Minnesota, Minneapolis,
MN.
Lentz, U. (2003, April 12)
Train-the-Trainer: Using the Minnesota Language Proficiency Assessments.
Workshop given for Minnesota world language teachers, University
of Minnesota, Minneapolis, MN.
Lentz, U. (2003–2004)
Using the Minnesota Language Proficiency
Assessments. Workshops given for K-12 Minnesota world language
teachers throughout the state: January 17, 2004: Foley High School,
Foley; March 13 & April 3, 2004: University of Minnesota, Minneapolis;
March 18, 2004: Wayzata High School, Plymouth; March 23, 2004: Cretin-Derham
High School, St. Paul; May 5, 2004: Tartan High School, Oakdale;
May 10, 2004: Stillwater High School, Stillwater.
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