STAMP

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STAMP
Standards-based Measurement of Proficiency
DoDEA Training November 30, 2007
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Why do we teach languages in secondary schools?
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Why do we give students tests?
What do we do with the data?
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Process of Education
Curriculum
STANDARDS
Instruction
Summative Assessment
Formative Assessment
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What is Assessment?
Assessment is a process of professional
judgment. Assessment is based on separate but
related principles of measurement evidence and
evaluation. Assessment decision-making is
influenced by a series of tensions. Assessment
influences student motivation and
learning. Assessment contains error.
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What is GOOD Assessment?
Good assessment enhances instruction. Good
assessment is valid. Good assessment is fair
and ethical. Good assessment uses multiple
methods. Good assessment is efficient and
feasible. Good assessment appropriately
incorporates technology.
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Sample Benchmarks Correlated with National
Standards
Oral Benchmarks
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Texas State Standards - Benchmark 1
Sample State Benchmarks
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DoDEA Level Descriptions
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FSI/ILR
Proficiency?
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ACTFL
Distinguished
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4
DoDEA
Superior
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FL Course 6
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FL Course 5
Advanced Plus Advanced
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FL Course 4
Classroom
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Intermediate-High Intermediate-Mid
Intermediate-low
FL Course 3
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FL Course 2
0
Novice-High Novice-Mid Novice-Low
FL Course 1
0
FL Course 1
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ACTFL
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STAMP

• Standards-based Measurement of Proficiency

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STAMP ASSESSMENTS

• Administered on-line
• Assess reading, writing and speaking
  proficiencies
• Graded by computer (reading) and computer-
  aided humans (writing and speaking)
• Analysis reports provided for teachers
• Items verified by rigorous statistical analysis
  
• Utilize Computer Adaptive Testing (CAT)
  technology

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STAMP Navigation Page
www.stamptest.net
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Practice Tests
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Student Login Page
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Sample - Spanish Reading Item
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Sample - French Reading Item
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Sample - German Reading Item
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Sample - Japanese Reading Item
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Sample - Chinese Reading Item
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Computer Adaptive Testing Process
Level V item
Level V item
incorrect
correct
Level IV item
Level IV item
correct
Level
Level III item
correct
correct
Simplified test path of an individual student
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How to Improve Reading Skills

• Teach Reading as a Process
• 1. Context Clues,
• 2. Skimming,
• 3. Scanning,
• 4. Extract Detail
• Read Question BEFORE Looking at the Realia
• Teach that Reading is NOT Translation

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Sample Writing Item
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Sample Speaking Item
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How to Improve Writing and Speaking Scores

• Teach Writing and Speaking as a Process
• 1. Read Prompt CAREFULLY
• 2. Plan
• 3. Organize
• 4. Practice
• Teach the Structure of Presentational Mode
• Use Scoring Rubric in Class OFTEN
• Stress Importance of TEXT TYPE in Scoring

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Reports Expectations

• Where Should My Students Be?

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STAMP Navigation Page
www.stamptest.net
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Report Selection Screen
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Report Login Screen
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Sample Class Summary Results Report
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Sample Individual Class Results Report
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Sample Individual Results Report
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Sample Individual Results Report
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FSI/ILR
Proficiency?
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ACTFL
Distinguished
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DoDEA FL Courses
Superior
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FL Course 6
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FL Course 5
Advanced Plus Advanced
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FL Course 4
Classroom
1
Intermediate-High Intermediate-Mid
Intermediate-low
FL Course 3
1
FL Course 2
0
Novice-High Novice-Mid Novice-Low
FL Course 1
0
FL Course 1
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DoDEA Proficiency Level Expectations
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DoDEA Proficiency Standards/Expectations
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DoDEA Proficiency Standards/Expectations
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Spanish STAMP Test Results
Reading Sample Size 5,200 Writing Sample Size
3,069 Y Axis STAMP Benchmark Levels X Axis
Percentage of total number of students in test
sample
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Class / Proficiency Level Data
2 Years
3 Years
4 Years
1 Year
1 2 3 4
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Novice-L Novice-M Novice-H Interm.-L
Interm.-M
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Number of Instructional Hours Necessary to Reach
Intermediate-Low - Intermediate-Mid FSI/DLI
Adult Learners Highly Motivated
Category I 240 Instructional Hours Spanish,
French, Italian Category II 300 Instructional
Hours German Category III 360 Instructional
Hours Russian, Vietnamese Category IV 520
Instructional Hours Arabic, Chinese, Japanese,
Korean
1 school year 120-140 instructional hours
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Topics
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ClassPak