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The MAFLT program and my ACTFL training have taught me that a well-designed assessment task will target and elicit the language usage we are expecting from our students. This example assessment is part of a unit on school facilities and locations. It falls in the second semester of a Chinese I course. Students work through four interrelated tasks designed to elicit specific language use.
Assessment Overview
Assessment Overview
Assessment Task vs Language Function
Assessment Task vs Language Function
Task 1) Label a map of your school using the word bank provided.
Correctly identify words related to school facilities. (interpretive reading)
Task 3) Design a polished version of the map with Chinese characters.
Create and label a simple map using target language. (presentational writing)
Task 2) Ask questions about a partner's school and draw a simple map in pīnyīn based on their answers.
Exchange info to learn about school facility locations. (interpersonal speaking)
Task 4) Use the polished map to present to peers your partner's school facilities and locations.
Show a map to an audience, pointing out major facility locations. (presentational speaking)
Sample Components
Sample Components
School Map Example
Interpretive Task Word List
Interpersonal Task Outcome
Assessment Rationale Paper
Assessment Rationale Paper
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