Alignment of World Language Standards and Assessments: A Multiple Case Study

Autor/in	Kaplan, Carolyn Shemwell
Titel	Alignment of World Language Standards and Assessments: A Multiple Case Study
Quelle	In: Foreign Language Annals, 49 (2016) 3, S.502-529 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12220
Schlagwörter	Second Language Learning; Second Language Instruction; Qualitative Research; State Standards; High School Students; Interviews; Student Evaluation; Evaluation Methods; Case Studies; Writing Evaluation; Reading Tests; Surveys; Language Teachers; Faculty Development; Role; Teacher Attitudes; Ohio + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Qualitative Forschung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik; Schulnote; Studentische Bewertung; Case study; Fallstudie; Case Study; Lesetest; Survey; Umfrage; Befragung; Language teacher; Sprachunterricht; Rollen; Lehrerverhalten
Abstract	Previous research has examined world language classroom-based assessment practices as well as the impact of the Standards for Foreign Language Learning in the 21st Century (National Standards in Foreign Language Education Project, 1999) on practice. However, the extent to which K-12 teachers' assessment practices reflect national and state standards has not been made clear. This article presents a multiple case study examining how the classroom-based assessments used by four secondary world language teachers provided insight into students' progress toward achieving the competencies that are specified by Ohio's Learning Standards for 9-12 World Language Programs and the five goal areas as they were described in the 1999 version of the nationally accepted standards framework. Qualitative analysis of assessment artifacts and interview transcripts showed that assessments principally targeted presentational writing and interpretive reading and that some assessments did not directly align with any of the goals or standards. Findings provide continuing evidence to support the results of the Standards Impact Survey (ACTFL, 2011) and have implications for world language teachers' professional development needs and the role of standards in world language education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01