“Assessment, Articulation, and Accountability”
9:00 am – 4:00 pm on Saturday, April 6, 2019
Pyle Center (702 Langdon Street, Madison, WI 53706)
The Center for East Asian Studies (a federally-funded Title VI National Resource Center), the Korean Flagship Program, and the Department of Asian Languages and Cultures at the University of Wisconsin-Madison are pleased to co-host a workshop for K-16 instructors of East Asian languages in Wisconsin and beyond.
The theme of the workshop is “Assessment, Articulation, and Accountability.” We will have the following speakers:
Mr. Paul Sandrock (Director of Education, ACTFL)
Dr. Cynthia Ning (University of Hawaii at Manoa)
Mr. Yo Azama (North Salinas High School / California State University, Monterey Bay)
Dr. Sahie Kang (Middlebury College)
The workshop will begin with Mr. Paul Sandrock’s plenary talk titled “Assessing Language Performance: Guiding Learners to Show What They Can Do with What They Know,” followed by a panel of Chinese, Japanese, and Korean specialists responding to the plenary talk. The 2-hour breakout sessions in the afternoon will be led by the three East Asian language specialists, drawing specific examples from respective languages. The concluding session will share the outcomes of the breakout sessions and provide an opportunity to sharing of ideas across languages. We hope that this unique format will enhance our mutual growth.
Click here to access the registration page, which will have pricing as described below. Please note that lunch is included in the registration costs. The registration web address is: http://services.iris.wisc.edu/ceas2019
Early registration (until March 10)
General Registration (including UW–Madison Faculty): $50
K-12 Teachers: $35
Late registration (March 11-31)
General Registration (including UW–Madison Faculty): $65
K-12 Teachers: $50
A block of rooms is reserved at the Lowell Center, UW-Madison. To book a room at the special conference rate of $115 per night, please go to http://bit.ly/ealpw05apr and reference EALPW as the group code.
A limited number of fellowships are available for K-12 teachers’ travel expenses. Please contact firstname.lastname@example.org for more details. If you have any questions regarding the workshop contents, please contact Junko Mori at email@example.com. For logistical questions, please contact Laurie Dennis at firstname.lastname@example.org.
“Assessing Language Performance: Guiding Learners to Show What They Can Do with What They Know”
Mr. Paul Sandrock (Director of Education, ACTFL)
After graduation (at any level), learners will use their second (or third) language in ways we cannot predict but for which they need to be prepared. To prepare “world-ready” citizens, language programs can no longer teach about language, culture, or literature; learners need to be engaged in using language to access and grapple with content and to build relationships. The validity of assessment in a language program increases when how learners are assessed reflects the characteristics of the goals for the program, charting progress with feedback on how well learners are able to use language for different purposes. What’s the shift in how we guide learners to achieve their language goals? Examine and analyze assessment that provides evidence of learners’ increasing language proficiency and confidence to achieve these goals, answering the question “What can learners do with what they know?”
“What Do I Do Now? Reflecting on Assessment Results”
Mr. Yo Azama
(North Salinas H.S./ Cal. State Univ., Monterey Bay)
232 Pyle Center
What do assessment results tell us about how we taught and what our students learned? Learning is demonstrated when learners “can do” something with and through the target language that they couldn’t do – or do as well – before the learning episode. How can we develop assessments that inform learners of their progress while providing them feedback to improve? Learn to design instruction to connect the formative assessments so they lead up to the summative assessments for a unit or course. Explore types of feedback that move leaners to the final outcomes. Participants apply these strategies to one of their units of instruction, transforming the summative assessments and then designing backwards to craft effective formative assessments throughout the unit for each mode of communication.
“Applying current U.S. Best Practices to Chinese language teaching”
Dr. Cynthia Ning
(University of Hawaii at Manoa)
227 Pyle Center
This session will begin with a quick recap of current Best Practices, including STARTALK’s Six Principles and Lourdes Ortega’s Five Element model, and segue quickly into a Hindi lesson built on these practices, so that participants can experience language learning using recommended Best Practices first-hand. We will end with a discussion-demonstration of what these approaches might look like in the Chinese language classroom.
“Linking Assessment with Learning in Standards-Based Curriculum”
Dr. Sahie Kang
332 Pyle Center
I will review principles and implementations of performance and proficiency assessments which can help both teachers and students to reach the course learning objectives successfully. Participants can see that such assessments measure not only learner progress in attainment of the proficiency and National Standards, but also guide and inform instruction and program design leading into a connection between learning and assessment.