testing

[Lisa Little]

In response to my recent query (see below), I received the following
three answers almost immediately and no more after that. I assume
that this is partly due to the fact that "since Russian is not a huge
program" (as Patricia Chaput says) and there is always the danger
that a Russian department may be eliminated, we in the profession are
more concerned at the moment with attracting students than with
testing them.

I would like to thank these colleagues for responding so quickly and
would still love to hear from others.

Lisa Little



>  Dear fellow SEELANGERS:
>
>
>  I am currently working on a testing project at the Berkeley Language
>  Center and would like to find out, if possible, what kinds of formal
>  testing programs (placement, achievement, exit exams, OPIs, etc.), if
>  any, exist at your institutions. You can reply off-list if you
>  prefer, and I will compile all the answers to send to the list. (So
>  please let me know if you do not want to be included.)
>
>  Thanks!
>
>  Lisa Little
>  Russian Language Coordinator
>  University of California, Berkeley





Benjamin Rifkin:

At Wisconsin and Middlebury we have developed tests based on the proficiency
guidelines for each of the four modalities and a test of grammar.


Patricia Chaput at Harvard:

        Our testing that relates to your question is placement
testing and OPIs.
1) placement:  We use our own placement exam, since placement is a
"personal" issue, matching an incoming student's knowledge with the
course
choices an institution has  available. Ours is a written exam that
targets
areas of strength of different levels and courses --grammatical
accuracy,
vocabulary,
writing fluency.   We have found that an oral component, other than a
dictation, is almost always unnecessary.  We need to know whether they
"know" grammar even if they make mistakes speaking, and we can get an
idea
of their fluency from the writing samples.  Since speaking develops
differently for different students, there will always be a range.  If
their speaking lags far behind but they have good grammar and
vocabulary,
we can usually find ways of encouraging extra practice; if their fluency
far outstrips their knowledge of grammar, we know that coursework needs
to
address accuracy.
        Since Russian is not a huge program (!) any students who believe
themselves misplaced can get an oral evaluation, but it very rarely
makes
a difference (and if it does, fine with us).

2) OPIs:  Periodically we do OPI testing to see how the scores correlate
with course levels and grades.  The OPI test is independent of the
course
grade and there is no threshold that students have to pass.  We just use
it for feedback, and find that students in our courses indeed have
closely
related OPI scores. ( We have a certified tester on our faculty and she
does the testing.)
        In addition, any student who wants the OPI score for a resume
can
ask for the test and get a score.

We don't do other testing because
a) final exams are already achievement tests;
b) students hate exams;
c) we haven't found a need that isn't met by existing, more subjective
forms of evaluation.


Richard Robin at GWU:

The George Washington University:

All Russian students from end of 2nd year to end of fourth year every
semester: OPI, but not double rated.
Russian majors, speaking track: OPI for graduation. Requirements:
Minimum -
IH. To be eligible for honors: Advanced Low
Russian majors, reading track: Reading test: Minimum: Advanced (ACTFL
guidelines)

International Affairs MA graduate students:
All MA students: speaking (OPI): IH
General international affairs, Reading: IH
Russian & E. European area, Reading: Advanced

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