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From: "Andree, Erica A." <[log in to unmask]<mailto:[log in to unmask]>> To: Language Learning and Technology International Information Forum <[log in to unmask]<mailto:[log in to unmask]>> Subject: Re: #10287 Language Placement & Proficiency testing resources? Date: October 21, 2014 at 4:30:08 PM EDT Hello Bob, We have been piloting Avant Assessment’s Placement and STAMP4s tests at Pacific University for two years now with good results. We use these assessments to address both the need for more reliable placement and to provide evidence of learning. How we use the tests: Incoming students with prior language experience take the Placement assessment prior to enrolling in their first language course. All students enrolled in a 102-level language course take the STAMP 4s assessment at the completion of the course. Although the Placement and STAMP tests are different, we find they provide generally comparable "before and after" snapshots of students’ proficiency (ACTFL based). Below is a much longer answer to your question, which explains our reasons for using Avant’s tests, and some preliminary results. ... Placement: First, we needed a more reliable way to place incoming students into the appropriate language course. We historically relied on high school transcripts, placing students according to years of prior language experience. We aimed to solve two problems with proficiency based placement testing. First, reduce course switching. Course switching during the first two weeks of the semester was perceived to be too frequent and disruptive to learning. Second, we aimed to prevent students with significant language experience from taking 101. These students were perceived to be disruptive to the classroom climate because their superior proficiency intimidated the true novices, and they often demonstrated boredom or a negligent attitude because they already knew the material. Placement results: initial evaluation of our data shows that Placement testing generally causes students to be placed at a higher level than the transcript method. Testing is especially useful for identifying students with greater than average proficiency relative to peers with similar years of high school instruction. It is not clear if course switching has been reduced as a result of testing. Some students who place at the higher level switch to lower level courses. We don’t know if the incorrect placement is the result of faulty test scoring or if students try too hard, get help, or use aids on the proficiency test. Faculty generally perceive that Placement has achieved the aims of less disruption due to switching and incorrect (too low) placements. An unexpected benefit of placement testing is increased enrollment in higher level language courses. Many students who placed beyond the 102 language requirement enrolled in 200+ level courses. Proficiency - STAMP 4s: We implemented STAMP 4S Proficiency testing for all 102 (second semester) language students as the bookend to Placement testing. To fulfill the core language requirement at Pacific, students are required to complete a 102 language course or demonstrate an equivalent or higher level of proficiency. We claim that students fulfilling this requirement will achieve ACTFL intermediate low in European languages and novice high in Asian languages, but did not historically provide a final assessment of proficiency. The STAMP 4s provides us with both a final assessment of proficiency for students fulfilling the core language requirement, as well as a comparative measure of progress. Two problems with this method: First, Placement is not proctored and is not as rigorous an assessment of proficiency as STAMP, so it provides a good, but not perfectly equivalent assessment. Second, Avant recommends no less than 12 months between assessments. Our students will always have at least one semester of instruction between assessments, but rarely the full 12 months recommended. STAMP 4s results: Data collection for STAMP is not yet complete, but initial evaluation of incomplete data shows potential trends, such as consistently low reading scores in German; lower than expected proficiency in Asian languages; and highly variable proficiency among Spanish learners, which may reflect too-low placement of students from residual transcript-method placement. Cons: the primary downsides to Avant’s assessment instruments are the cost (about $14 for Placement, $17 for STAMP per student) and the time required. Although the unproctored Placement test only takes 30-60 minutes, the STAMP 4s takes 60-120 minutes, with an average of about 90 minutes to complete. We schedule proctored STAMP testing outside of class time to minimize disruption of instruction. Once our data collection is complete, I’m hoping to analyze and publish the results. I am also happy to talk more about our experience with Avant. -------------------------------------------------------------------------------------- Erica Andree | Director | Center for Languages and International Collaboration COFLT<http://cofltoregon.org/> President and Conference Coordinator Pacific University | 2043 College Way | Forest Grove, OR 97116 p: 503-352-1607 | m: 503-970-1960 | e: [log in to unmask]<x-msg:[log in to unmask]> On Oct 21, 2014, at 8:21 AM, Otmar K. Foelsche <[log in to unmask]<mailto:[log in to unmask]>> wrote: ************************************************************************** LLTI is a service of IALLT, the International Association for Language Learning Technologies (http://iallt.org/), and Dartmouth College Join IALLT at http://iallt.org<http://iallt.org/>. 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