Using Online Diagnostic Profile to Enhance

Chinese Teaching and Learning

Ying Shiroma

CLTAC 09 Conference, March 7th, 2009

Where Does the Diagnostic Profile Come from?

Login Entry Level

High

Low

Diagnostic Profile

http://oda.lingnet.org

Testlets 3 or more sets of 3 passages

each Each passage has 4-6 questions Comprehension test (Identify main

and specific idea, 1-3 questions) Knowledge test (lexical, structure

(syntax) and discourse, 1-3 questions)

Identify Main Idea

Identify Specific Idea

Key Vocabularies

Sentence Structure

Text Structure/Discourse

Diagnostic Profile

Up-close Estimate levels Detailed analysis and report Performance Reports —current

level & target level • Content Questions and Results

(main and specific ideas)• Linguistic Questions and Results

(lexical, structure (syntax) and discourse)

Breakdowns!!!

Speech Procession***

Characteristics of DP

Immediate Results and Feedback Individualized ILR (Interagency Language Roundtable)

Level Based Can and Cannot Dos Content and Linguistic Breakdown History Page Printable

Make Effective Use of the Profile

Focus on CANNOT DOS or BREAKDOWNS

Subject/Topics? Structures? Discourse? Vocabulary? Speed, clarity or accent? Listening VS. Reading? Test-taking skills?

Remediation for Learners

Reflect critically on learner’s language proficiency and test-taking strategy

Set realistic and worthwhile objectives

Have a detailed plan with a list of actions (What help do I need? What parts should I pay most attention to?)

Be consistent, patient, one problem at a time

Remediation for Teachers Know each of student’s strengths

and weaknesses well Be aware of student’s goals and

needs Reflect your instruction and

teaching Tailor your methods,

assignments and materials to your student’s needs

Keep communication open

Suggestions/Discussions

ying3766@yahoo.com

Reference 1. Alderson, J. Charles. Diagnosing Foreign Language

Proficiency—the Interface between learning and assessment. London: Continuum, 2005

2. Reed, Daniel. “Diagnostic Assessment in Language Teaching and Learning.” CLEAR, Volume 10, Issue 2, (Fall 2006):1-3.

3. Yang, Wen-ming & Xu, Xiao-zhen. “Self assessment in second language learning.” US-China Foreign Language, Volume 6, No. 5, (May 2008): 20-24.

4. Zavistanaviciene, Daiva; Nedzinskaite, Inga & Svencioniene, Dana. “Achievements in Language Learning through Students’ Self-assessment.” Studies About Language. Issue:8 (2006): 84-87 www.ceeol.com

5. Portfolio Assessment in the Foreign Language Classroom http://www.nclrc.org/portfolio