University of Pennsylvania

Teach for America

Graduate School of Education

EDUC/EDCE 699.107
World Language Methods II
Instructor: Thomasina I. White
Iralys Lpez Cruz
March 6th, 2016.

Teach and Reflect

Episode One: Analyzing and adapting a traditional test

Task One: Analyze the following traditional test given to a French I class. Why is it considered
traditional? Explain, using the following questions as a guide:

1. Is there a context? If there is none, what context could be applied?

2. What knowledge and/or skills are being evaluated?
3. How is the learner asked to use the target language?
4. Does the test address standards-based competencies? Explain.
5. Why is this test not considered performance-based, authentic, integrative, or interactive?
6. What might this test reflect concerning the classroom practices of the test designer?

The French test that is presented in this chapter represents the decades-old testing method
in which students must translate the vocabulary word, fill-in-the-blank verb conjugation in
disconnected sentences, and complete isolated grammatical exercises. This form of assessment
has no context that can connect students skills with personal, social or working environments.
When giving out assessments, in the language classroom, teachers should have in mind that
testing should be based on meaningful and authentic contexts that will help students show their
creativity and ability to use the language. One way that we can change this traditional form of
assessment is to have students be assessed while they are undertaking real-life tasks, for
example, planning for and purchasing goods in a shop. Each one of the sections on this test can
be tailored to make connections with real-life situations and students needs. It is evident that this
assessment only evaluates students on how well they can conjugate verbs, identify numbers, and
complete grammatical exercises without being able to see or measure if the learner can use these
verbs and vocabulary terms appropriately and accurately in real-life oral interpersonal tasks.

This form of assessment clearly focuses on the written portion of language and does not
take into account the need to connect grammatical structures and vocabulary terms with all the
modes of communication. The way in which the learner is asked to use the language is
undoubtedly very restricted and only measures the students ability to recognize certain aspects
of the language without encouraging the creation of an end product. Therefore, if we were to take
a detailed look at this test and compare it with the standard-based competencies of ACTFL we
would see that the language classroom competencies are not being addressed.
University of Pennsylvania
Teach for America
Graduate School of Education

When looking back on the structure of this assessment, it is evident that there is a lack of
interrelated tasks that reflect at least one mode of communication, more than one goal area, and
the need for an end product. Therefore, the standard-competencies are not being addressed
effectively, and the evaluative approach adopted by this teacher needs to be changed to meet the
students acquired skills and knowledge. Moreover, tests that directly address learners
knowledge, modes, or skills will be more meaningful and realistic than the traditional way of
assessing students knowledge. Consequently, this test is not performance-based, authentic,
integrative, or interactive.

How does this assessment not meet any of these formats? Well, in order for this test to be
performance-based it would need to use the learners repertoire of knowledge and skills to
create a product or a response. For it to be authentic, it would have to mirror the tasks and
challenges faced by individuals in the real world (Wiggins, 1998). Similarly, in order for this
test to be integrative and interactive it would have to assess the learners ability to use various
components of the language at the same time, often requiring multiple modes or skills as well.

In sum, this test reflects that the teacher in this language classroom is focused on the old
testing and teaching method. This assessment clearly mirrors a classroom that is not interactive,
context-based, and integrative, which makes it hard for students to find meaning in the tasks that
they are asked to complete.