We assess our student’s Mandarin speaking and listening skills with the Student Oral Proficiency Assessment (SOPA) and the Early Language Listening Oral Proficiency Assessment (ELLOPA). To verify our results, we send videos of our older students to the Center for Applied Linguistics to verify the assessment to make sure we were accurately assessing proficiency.
The SOPA and The ELLOPA are the Standardized Oral Proficiency tests, developed by the Center for Applied Linguistics for young language learners in kindergarten through eighth grade.
They are designed to help language learners watch their progress in their individual foreign language learning process. The rating scale is based on the ACTFL Proficiency Guidelines developed by the American Council on the Teaching of Foreign Languages (ACTFL) (1999).
The goal of both the SOPA and the ELLOPA is to allow students to show what they can do in the target language. The interviews consist of a series of tasks (SOPA) or games (ELLOPA) with varying levels of difficulty that elicit both academic and social language. The assessment activities follow the natural development of language skills, focusing first on listening comprehension and then on speaking. This sequence allows the students to experience immediate success in their responses (receptive skills being less demanding than productive skills), thus building their confidence. The students are encouraged to say as much as they can so that adequate speech samples may be obtained for accurate ratings.
that give them the opportunity to show what they know and can do.
Click HERE for more information about the Smarter Balanced Assessments
The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through 3rd grade. They are designed to be short fluency measures used to regularly monitor the development of early literacy and early reading skills.
DIBELS are comprised of seven measures to function as indicators of phonemic awareness, alphabetic principle, accuracy and fluency with connected text, reading comprehension, and vocabulary. DIBELS were designed for use in identifying children experiencing difficulty in acquisition of basic early literacy skills in order to provide support early and prevent the occurrence of later reading difficulties.