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Placement into college courses is the sole purpose of this test. The experienced language teacher will quickly realize that many skills which are taught in the high school language courses are not included in the test. This was by design, as the test is a tool to assist advisors in placing students into the best course in a language sequence. The questions on the test were specifically selected with this single purpose in mind. This means the test is not a measure of everything that is learned in high school language courses. The test was not designed to measure program success or to compare students from one high school with students from another. It should be viewed only as a tool to be used for placing students at the university level.
As a placement instrument, the test has to be easy enough to allow students with only one year of high school Spanish to answer many questions and yet has to be complex enough to measure the skills of students with four or five years of Spanish. Scores have to be precise enough to allow placement into five different levels of university coursework: 1st semester, 2nd semester, 3rd semester, 4th semester, or 5th semester. In addition, the test has to be efficient to score, since thousands of students each year need to have their results promptly reported.
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3.The test is scored as the number of correct answers, with no penalty for guessing. Each item has only one acceptable answer. This number correct score is converted to a standard score between 150 and 850 for the purposes of score reporting.
The Spanish Placement Test includes three different sections dealing with language usage. One of these sections presents 4-alternative multiple choice questions which contain a statement that is to be completed by selecting the choice that makes that sentence grammatically correct. A second section uses a cloze format to test certain concepts that are more successfully tested in context. This section tests a variety of different language usage objectives, including verb forms and uses, pronoun forms and uses, adjective, adverb, and article usage, and expressions for comparisons and negation. The third (and most recent) section presents short dialogues in which the examinee is asked to complete the dialogue by identifying the statement that follows most logically from the rest of the dialogue. Items in this section are designed to measure skills necessary for effective communication.
It may be useful, however, to help students develop the skills measured on the test, as part of your regular curriculum. We hope that this placement test, along with the DPI curriculum guidelines for foreign language testing, will provide impetus toward more communicative and proficiency-based teaching. To this end, we have developed these tests to measure reading and language usage.
2.Tell students stories in Spanish and work with audio and video recordings, thereby including regular and diverse listening activities in classroom instruction. Above all, conduct your class in Spanish as much as possible.
The Spanish Placement Test will continually be reviewed and analyzed to be sure the material is current and meaningfully related to the curricula in the introductory Spanish courses around the UW System. We will also be continually adding new questions to a growing bank of questions now being written. In addition, we will be trying to develop new and different kinds of question formats so the test remains current with the best practices in language testing and also retains its usefulness for placing students into our courses. As an example, because the field is increasingly emphasizing communicative skills, we have recently added a new item type that attempts to measure some of the skills necessary to effectively communicate in Spanish. Data on how each question functions under actual testing conditions has been and will continue to be used to replace items that are no longer functioning well.
Although we subscribe to the philosophy that listening, writing and speaking are essential components to Spanish proficiency, it is unlikely that they will become integral parts of the Spanish Placement Test because the cost in time and money for administering and scoring such sections would be exorbitant. Also, because these components are taught and assessed in such dramatically different ways at both the high school and post-secondary levels, our research has found that listening, speaking, and writing tests do not help improve college placement. However, because these skills are vital to success in the language, UW instructors in the introductory Spanish sequence routinely assess their students with respect to the full compliment of skills during the first week of classes, and advise their students to move up or down a course, as appropriate.
You could even do a variation on this game to learn how to say the months in Spanish. Just create a year-long schedule with specific trips and activities happening in each month. If your students are advanced, you could ask them to call out the specific date and time of an activity!
ELLs with an IEP should be provided the testing accommodations specified in their IEP or Section 504 Accommodation Plan (504 Plan), To be consistent with the other State examinations, beginning with the 2017 administration of the NYSESLAT, students with disabilities whose individualized education programs (IEPs) or Section 504 accommodation plans (504 Plans) document that tests be read aloud (by way of human reader or technology) must be provided this testing accommodation for all sections of the test. In previous years, the Listening, Speaking, and Writing sections of the NYSESLAT could be read to students, but the Reading section could not. For the Writing subtest, students may NOT receive assistance or have their responses corrected for spelling, grammar, paragraphing, or punctuation. For further information, please visit the Office of State Assessment and refer to the memo Change in Allowable Testing Accommodations on the New York State English as a Second Language Achievement Test (NYSESLAT).
AP Exams are regularly updated to align with best practices in college-level learning. Not all free-response questions on this page reflect the current exam, but the question types and the topics are similar, making them a valuable resource for teachers and students.
Scaffold instruction so students receive comprehensible input and are able to successfully complete tasks at their level. Instructional scaffolding works just like the scaffolding used in building. It holds you at the level needed until you are ready to take it down. Scaffolding includes asking students questions in formats that give them support in answering, such as yes/no questions, one-word identifications, or short answers. It also means providing the context for learning by having visuals or other hands-on items available to support content learning. Also, when practicing a new academic skill such as skimming, scaffolding involves using well-known material so the students aren't struggling with the information while they are trying to learn a new skill. Scaffolding includes whatever it takes to make the instruction meaningful for the student in order to provide a successful learning experience.
Explicit vocabulary instruction is very important in accelerating ELL students' English language development. Textbooks include lists of new vocabulary words based on grade-level content, but ELL students need further vocabulary instruction. There are many words in a text that may affect the ELL student's comprehension of the text that a teacher may assume he or she knows. It is important for teachers to develop ways to help students identify the words they don't know, as well as strategies for getting their meaning. Of course it is also beneficial if teachers reinforce the language structures or common associations of vocabulary. For example, "squeak" is a sound that often goes with "mouse" or "door" and it may be stated as, "squeak, squeaky, squeaks, or squeaked."
Error correction should be done very intentionally and appropriately according to student language ability, as noted earlier in the article. Students who are just beginning to speak English are already nervous about using their new language skills and constant correction will not improve their ability; it will just make them want to withdraw. I inform students in advance of the type of errors I will correct, such as "missing articles" and "third person agreement," and then those are the only errors I check. In my class, I do not correct the errors; I circle the mistakes and return the paper to the student. They are responsible for correcting the errors and returning the paper to receive more points. Most of the time the students can make the corrections themselves when they see the area I've circled, but if they have difficulty, I guide them as they make the correction. In this way, I feel there is a manageable amount of correction information to work with and the student will actually learn from doing the correction.
Learning another language. If you learn the language(s) your students speak, they will be thrilled to hear you try it with them. I learned how to say "good morning" in Somali and had to practice for an hour before I felt comfortable saying it. When I did I was rewarded with the big grins of students as they entered the room. They were excited to teach me other phrases as well, and we discussed how much English they had learned since they arrived in the country. They were very proud to think of how much progress they'd made.
ELL teachers encounter students with a variety of backgrounds and abilities, and until the babel fish comes into existence, they will need to have flexibility, creativity and skill in order to help ELL students make meaning from the new language and content they are learning. An understanding of the language acquisition process and levels will help teachers tailor instruction to meet the needs of a diverse group of learners. Students will benefit from everything teachers do to support the development of their language skills while teaching them grade level content. Together teachers and students develop their understanding of each other, the world around them, and the language that connects us all.
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