testing proficiency

[Conor Quinn]

Dia dhaoibh, a chairde!

I second Michael's approach---except in certain obvious cases, it's the
oral that matters, and functional ability rather than perfection in
linguistic form.  There is a  nice description of the OPI overall here:

http://www.actfl.org/professional-development/certified-proficiency-testing-program/testing-proficiency

and of the standards here:

http://www.actfl.org/sites/default/files/pdfs/ACTFLProficiencyGuidelines2012-Speaking.pdf

The really challenging question is this: when we're dealing with
marginalized languages in a revitalization scenario, learners (and often
native speakers as well, especially younger-generation ones) are faced with
radically reduced opportunities to learn all the relevant aspects that the
ACTFL guidelines speak to.

For non-marginalized languages, classroom learning is heavily reinforced by
a rich range of real-world interactions (and much constant passive
absorption).  Whereas learners in a revitalization scenario, on top of much
more limited classroom resources, usually have to actively seek out any and
all scraps of interaction in the language, and usually in much smaller set
of domains.  And for Algonquian languages, also a lexicogrammatical system
that does not offer a ton of familiar footholds for the English- or
French-based learner.

So really useful, meaningful assessment of learner progress might require a
differently targeted, more fine-grained approach.  I'm a bit at a loss for
specifics on that, which is why I'm equally curious to see what Michael and
company have worked out.  My sense is that many Master-Apprentice programs
have also grappled with assessment and found it to be one of the most
difficult things to handle well: but there lies a direction to go asking.

This seems like a topic where wide collaboration could make a real and
lasting difference, since we're all struggling with the same basic
challenges.  Thank you, Monica, for opening up this thread, and I hope as
many people as possible weigh in.  Because this could really help a lot of
us.

Slán,
bhur gcara


On Wed, Nov 13, 2013 at 10:31 AM, Michael Sullivan Sr <sulli720 at umn.edu>wrote:

> Poso Monica,
> I developed an OPI and reading/writing proficiency assessment for Ojibwe.
> Ronco (Ron Corn) has a copy of one of the evaluation reports that includes
> the a description of the methodology.  OPI is the best way in my opinion.
> You don't directly assess any particular linguistic form (structural
> approach, first instinct for linguists) or specific domain, but rather
> their functional ability to use the language spontaneously.  The one I
> designed for Ojibwe follows the OPI model from ACTFL.  I'm sure there are
> others.  Let me know if you need any pointers or advice.  Wawaenen. :)
> Mike
>
>
> On Wed, Nov 13, 2013 at 8:13 AM, Monica Macaulay <mmacaula at wisc.edu>wrote:
>
>> Good morning,
>>
>> I was talking to some of the people who work on Menominee language
>> revitalization last week, and they were talking about how they need some
>> sort of tool for testing the proficiency of their teachers.  Since this is
>> way out of my area of expertise, I said I'd ask around.  Do any of you know
>> anything about this?
>>
>> It would seem to me that any such tool would have to be specialized to
>> work for Algonquian languages (and more specifically in this case tailored
>> for Menominee).  I mean, you would have to know whether or not to test
>> things like conjunct order, right?
>>
>> And one further point:  such an evaluation would ideally (I would think)
>> be tied to a curriculum - another thing they're working on.  But is it
>> possible to do any kind of testing without that?
>>
>> Thanks for any leads or hints you can give me.
>>
>> - Monica
>>
>> Monica Macaulay
>>  Department of Linguistics
>> University of Wisconsin
>> 1168 Van Hise Hall
>> 1220 Linden Drive
>> Madison, WI  53706
>> phone (608) 262-2292
>> fax (608) 265-3193
>> http://monicamacaulay.com/
>>
>>
>>
>>
>
>
> --
> Michael Sullivan
> Lac Courte Oreilles Ojibwe
> PhD Candidate- Linguistics
> University of Minnesota
>
>


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