STAMP 101

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USING ASSESSMENT TOOLS TO IMPROVE THE TEACHING OF
SOUTHEAST ASIAN LANGUAGES
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WHY WE HATE ASSESSMENT
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WHAT WE WANT
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A MODEST PROPOSAL

• ASSESSMENT LITERACY HOW TO FISH

2. STAMP HERES A POLE
3. HOW STAMP IS BUILT SHALL WE GO FISHING
TOGETHER?
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Balanced Assessment

• Evaluation Assessment Testing
• Multiple measures, judges, purposes
• A portrait, not just a number
• Tied to local and personal needs
• Common goals, diverse evidence

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BREAK
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STAMP 101
Created to enable statewide policy Online
Anywhere, anytime, anybody Computer adaptive
reading/listening Computer assisted
speaking/writing
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Level 3
Level 4
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Sample Writing/Speaking Item
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ABA-B-CA-B
SAMPLE Class Reports Page
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Proficiency Levels by Years (Spanish - High
School - 7500 students)
2 years of study
1 year of study
3 years of study
4 years of study
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BREAK
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HOW TO MAKE A STAMP

• Identify intended use (Why, who, what , for whom)
• Identify key partners (CASLS, COTSEAL, NRCs,
  etc.)
• Identify funding source (IRS, overseas govt,
  NRCs)
• Write plan/proposal (CASLS, COTSEAL, NRCs)
• Develop STAMP (Text finders, item writers,
  programmers, designers)
• Pilot STAMP (CASLS, language programs)
• Deliver STAMP (CASLS or Avant Assessment)

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CARL FALSGRAF 541-346-5715 falsgraf_at_uoregon.edu