Presentation Summaries

Session I: Useful Assessment of Study Abroad

Assessing cultural identification and acculturation to promote cultural sensitivity on a short-term study abroad program. Jeongyi Lee & Kathy Negrelli (Kennesaw State University)

This presentation describes the assessment of the cultural identification of study abroad participants and its influence on their acculturation process. Statistically significant effects of cultural identification were found, supported by qualitative data from participants’ journal entries. This finding may be helpful in developing more effective study abroad programs.

Pro Itu ed Reditu: A proposed qualitative assessment of a summer studies abroad program. Judy Raggi-Moore (Emory University)

Through the illustration of the course syllabus, progressive student journal entries, targeted class topics and discussions, and comprehensive reflective writing pieces, this presentation will propose a case study through which to engage study abroad participants in a discussion of the unique and general learning outcomes. Taking this qualitative approach as a first step, the objective is to foster a discussion leading to a finer tuned future assessment plan of 'dispositions" for this and other study abroad programs.

A skype-mediated telecollaboration between the U.S. and Japan: Assessing the outcomes and student perceptions. Kathy Negrelli (Kennesaw State University)

This presentation describes a collaborative language-exchange project between a U.S. and a Japanese university. The Skype-mediated activity aimed to foster cooperative intercultural relationships and to increase confidence and motivation to learn. Findings included mixed feelings on students’ perceptions of confidence and benefits, and an overall enjoyment of the project.

Session II: Programmatic Approaches to Useful Assessment

Lessons from a quantitative, standardized assessment of evidence-focused first-year-seminars at a liberal arts university. Tracy Scott (Emory University)

As part of Emory University's Quality Enhancement Plan, we assessed evidence-focused first year seminars (across disciplines). Using the Watson-Glaser II Test we compared pre and post results of evidence seminars and control seminars. Analysis showed no statistically significant change in WG-II scores. We discuss implications and a new assessment strategy.

Critical pedagogy and self-assessment: Powerful tools for empowering learners. Robert Davis & Claudia Holguin Mendoza (University of Oregon)

This presentation reports on a model for implementing critical pedagogy and self-assessment as joint tools for articulation in a Spanish language program with both heritage and L2 learners. The materials and assessment platform are part of an open-source project adaptable to a range of humanities and social science programs.

Developing the assessment literacy of university language faculty: The way ahead. Mary Jo DiBiase-Lubrano (Yale University)

This paper will discuss the preliminary findings of a survey completed by assessment workshop participants with specific focus on the assessment topics and professional development formats participants’ perceived they need in the future. Additionally, this presentation aims to identify useful lessons learned from the survey findings which could inform further relevant and beneficial testing –related training opportunities not only for faculty in higher education but also for all educators involved in measuring their students’ learning.

An examination of high-scoring World Language edTPA portfolios: Using IPAs to assess student learning. Elizabeth Goulette (Georgia State University)

This presentation highlights one teacher preparation program’s teacher candidate performance on the edTPA, a high-stakes assessment. Specifically, World Language edTPA portfolios were examined to ascertain how student learning was assessed. All members of the high-scoring group implemented an Integrated Performance Assessment whereas low-scoring portfolios incorporated more traditional pencil-paper assessments.

Sunday, October 29, 2017

Symposium

9:00 - 10:30: Language and student success: Identifying ways to explain outcomes in the IHE context. Erin Kearney (University of Buffalo), Meg Malone (ACTFL), Fernando Rubio (University of Utah), Michael Bacon (Portland Public Schools), Cori Crane (Duke University), Ali Moeller (University of Nebraska), Amye Sukapdjo (Independent Consultant), Sylvia Peart (USNA)

In this symposium, presenters explore ways that institutions of higher education (IHEs) can describe relationships between language learning and tangible outcomes. Specifically, the symposium provides anopportunity for audience members to collaborate in identifying key data points to talk about the value of FL study with administrators and policy makers.

Session III: Useful Assessment and the Learner

Assessing the language learning activity through Instagram based on learners’ perceptions. Sujeong Choi (Emory University)

This paper reports how an Instagram activity was designed and how teachers assessed and gave students feedback on their outcomes. In addition, this research assesses the Instagram activity based on learners’ perceptions through the questionnaire to see how the students think of it and to develop it better.

Embedded L2 assessment: Reading to blog and blogging to read. Lindsy Myers (University of Missouri-Kansas City) & Stephanie Pellet (Wake Forest University)

Within a text-based intermediate L2 French curriculum, low-stakes written and audio blogs serve as embedded assessments of students’ communicative competence. These reading-to-write-to-read performance tasks lead students to produce connected, paragraph-length discourse, demonstrating cultural and readership awareness and ultimately scaffolding the use of strategies at the pre-advanced level.

Engaging upper‐level language students in oral proficiency assessment to improve learning. Christina Agostinelli-Fucile (Northeastern University)

This presentation will discuss the benefits of engaging upper‐level students in oral assessment and best practices such as: familiarizing students with ACTFL proficiency standards, using standards‐based rubrics, designing presentational and interpersonal oral assessment tasks, employing free technologies to make recordings, and using the recordings as a basis for student reflection.

Assessing transformed practice in literacy-based FL classrooms: The critical role of reflection. Kristen Michelson (Texas Tech University) & Elyse Petit (Vanderbilt University)

This paper argues for reflection as a useful—and indeed necessary—tool for assessment in L2 literacy development. Through examples from curricular reforms designed to develop L2 literacy and learner data from intermediate French, we demonstrate specific assessment tools and ways in which reflection both contributed to, and demonstrated, students’ multiple literacies.