NJSTAMP

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NJSTAMP Results-2007
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What will we do Today? Part 1
Springboard - Best Practice Changes from
2006-2007 Data Review - Summary - Lang.
Specific - General Feedback from the
surveysWhat you had to say Changes for this
coming year / Comments Lunch Break!
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What will we do Today? Part 2
How to ACE the STAMP Test! Teach the
Standards Reading - Skill and
Process Speaking - Skill and Process Wrap Up
- Best Practice
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What is This?
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What is This?
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What is This?
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What is This?
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What is This?
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What is our GOAL?
Speak
Read
Listen
Culture
Write
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What is our GOAL?
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How Do We Do This? -Acquisition-
TIME - TIME - TIME - MORE TIME Comprehensible
Input - Iceberg Image Participate in Wide
Range of Communication Opportunities Chance to
Understand Values and Presuppositions -
Culture Participate in Language
Exchange/Negotiation - MTS
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How Do We Do This? -Conditions-
Accountability - Motivation -
Assessment Conscious Focus on Rules of
Interaction and Conversation Constant Support
and Encouragement Clear Road Map or Learning
Plan - Expectations/Standards Some Focus on
Structure, Rules and Grammar Importance of Self
Evaluation and Progress Checking Hard Work!
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How Do We Do This? -Conditions-
Accountability - Motivation -
Assessment Conscious Focus on Rules of
Interaction and Conversation Constant Support
and Encouragement Clear Road Map or Learning
Plan - Expectations/Standards Some Focus on
Structure, Rules and Grammar Importance of Self
Evaluation and Progress Checking Hard Work!
What is important is to keep learning, to enjoy
challenge, and to tolerate ambiguity. In the end
there are no certain answers. Martina Horner
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Improvements From Last Year
Increased accuracy through improved statistical
models (Reading) Decoupled Speaking Phase
(Open Speaking Prompts) Improved Scoring
Rubric (TT, Comprehen., Language Control)
Improved Report Format Improved Technology
Infrastructure Language Specific Practice
Tests Italian and Chinese in Progress
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Report Review
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Report Review
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Report Review
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Summary Data Overall Summary - After 1 Year of
Study
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Summary Data Overall Summary - After 2 Years of
Study
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Summary Data Overall Summary - After 3 Years of
Study
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French Data
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German Data
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Italian Data
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Japanese Data
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Spanish Data
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General Findings
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Summary Data All Languages
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Summary Data All Languages
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Summary Data Comparison NJ - NA
Reading
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(No Transcript)
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District Variations
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Survey Feedback
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Survey Feedback Supervisors
1. Overall satisfaction with the Year 2 testing
process in comparison with Year 1 Ratings 5 5
4 9 3 4 2 0 1 0 NA 8 (Total 26) 2.
Degree of satisfaction with Language Learning
Solutions with regard to any requests for
assistance Ratings 5 18 4 5 3 2 2 0 1
0 NA 1 (Total 26) 3. Level of teacher
satisfaction with the STAMP test Ratings 5 5
4 7 3 9 2 4 1 0 NA 1 (Total 26) 4.
Overall student response to the online testing
experience Ratings 5 2 4 14 3 6 2 3 10
NA 1 (Total 26)
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Survey Feedback Teachers
1. Overall satisfaction with the Year 2 testing
process in comparison with Year 1 Ratings 5 13
4 22 3 12 2 5 1 0 NA 39 -first year
respondents (Total91) 2.Ease of administration
of Year 2 STAMP pilot testing Ratings 5 29
4 34 3 20 2 5 1 0 NA3 (Total 91) 3.
Degree of satisfaction with Language Learning
Solutions with regard to any requests for
assistance Ratings 5 28 4 25 3 12 2 4
1 1 NA 21 (Total 91) 4. Level of
satisfaction with the STAMP test Ratings 5 14
4 31 3 36 2 8 1 2 (Total 91) 5. Overall
student response to the online testing
experience Ratings 5 14 4 20 3 42 2 11
1 4 (Total 91)
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Concerns Prompts and Scoring
Inconsistent results with some of my native
speakers. At times, the speaking section
still asks for lists- Novice-Mid task The 2
rating became an issue in placement of students
into Spanish II. Prompts are still related to
results of reading section. I felt that since
we teach with an emphasis on communication, there
should have been more prompts for the speaking
component. My students were so prepared and ready
for the speaking and then they only received at
most 2 prompts.
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Concerns Test Format/Construct
Selections should be more age appropriate (e.g.,
for middle school students). Reading
selections seemed more difficult. Students
still had very long reading sections and
consequently scored lower than their ability
would suggest. It is very flawed on a
conceptual level. It measures everything but
language acquisition. It lacks any real grammar
and works on the idea that language can be
learned without this key step. A few students
got a little frustrated being on the reading
section so long. Some responses for reading
passages are difficult for native speakers to
understand given their vocabulary in English. I
was disappointed in the reading scores of some of
my best students because of the vocabulary
problems. Their speaking scores were higher.
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Positive Feedback
My students were really eager to take the test
and do their best. They really enjoyed the
speaking part. When I gave them the results, some
students were impressed because they did not
realize that somehow they were able to express
themselves in another language. The results of
this test will help us improve our program and
also identify the needs of native speakers. I
felt the STAMP Test validates the world language
program. Students seemed to take Spanish more
seriously after taking the test and loved the
fact that it was on the computer. The
assessment showed me in numbers about my teaching
style- mostly speaking, and not as much reading.
Since the test, I have adjusted my lessons to
offer more reading activities and I will continue
to use the test to test myself. The scoring and
reporting of results is excellent! It is truly a
pleasure to get such prompt information.
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Planned Improvements
Italian Reading Test! Better, Less
Constraining Speaking Prompts Italian and
Chinese Practice Tests Improved Practice Test
Features Increased Rater Accuracy and
Reliability
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Part II
How to ACE the STAMP Test
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Teach The Standards
What Are My Program Goals? How do My Students
Know What is Expected? How Do I Track and
Report Progress? How Does Articulation Work in
My District? What Role Do I Play as a Leader
in the FL Community?
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FSI/ILR
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ACTFL
Proficiency?
Distinguished
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4
Superior
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STATE
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Pre-Advanced
Advanced Plus Advanced
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Classroom
Intermediate-High Intermediate-Mid
Intermediate-low
District
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Inter -Low
1
Novice-High
0
Novice-High Novice-Mid Novice-Low
Novice-Mid
0
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NJ Content Standards
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NJ Content Standards
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DANGER!!

• What are the Indicators?

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Topics
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Reading

• Teach Reading as a SKILL
• Practice - Practice - Practice
• Teach Reading as a PROCESS
• Strategies Context Clues, Skimming, Scanning,
  Questioning
• Assessment Points - Text Analysis

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ReadingSpanish
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Reading French
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Reading Italian
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Reading German
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ReadingJapanese
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ReadingChinese Tr.
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Speaking

• Teach Speaking as a SKILL
• Practice - Practice - Practice
• Teach Speaking as a PROCESS
• Strategies Plan, Outline, Organize, Scoring
  Criteria, Vocabulary
• Scoring Guide - Text Type!!!

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Speaking / Rubrics
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SpeakingPassport
Student Self Evaluation
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(No Transcript)