ERIC Number: ED333748
Record Type: RIE
Publication Date: 1989-Jul
Monitoring Proficiency Development in Language.
Griffin, Patrick E.
The Victorian (Australia) assessment approach of developing national subject profiles has potential for language assessment. Within each language area, levels of development would be identified and defined by observable language behavior, which could then be tested by a variety of test types. Assessment would be done by teachers in schools using standard assessment tasks, then interpreted according to descriptions provided for each level of proficiency. A project to develop such a test for first language proficiency consisted of workshops with classroom teachers to identify observable behaviors as criteria, intensive observation of students for validation, creation of an initial development scale, field testing of the scales, and establishment of norms. A language proficiency assessment system that similarly uses standard assessment tasks and common subject profile reporting could meet several important criteria: it would be analytical, diagnostic, and criterion-referenced; enable interpretation that is progressive, developmental, and cumulative; use consensus moderation and empirical calibration; be teacher-controlled and developed; be flexible; be reliable and valid; and describe student behavior in terms communicable to parents. What is needed is considerable development work, careful explanation to schools and community, technical assistance for districts, and resources to develop, implement, and maintain the system. (MSE)
Publication Type: Reports - Evaluative; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Modern Language Teachers Association of Victoria (Victoria, Australia, July 10-11, 1989). Contains small type.