Our DL/I students will take several assessments throughout the year.
Second grade students will participate in a Case21 reading and math assessment three times a year (at the beginning, middle and end of the school year).
Students in 3rd-5th grade will participate in NC Check Ins in reading, math and science (5th grade only) three times a year (beginning, middle and end of the year).
Students in 2nd and 5th grade will participate in AAPL Testing to assess their speaking, listening, comprehension and writing.
More information about AAPL testing is below:
The ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) is an assessment of standards-based language learning across the three modes of communication (Interpersonal, Interpretive, and Presentational) as defined by the World-Readiness Standards for Learning Languages. The AAPPL assesses Interpersonal Listening/Speaking (ILS), Interpretive Reading (IR), Interpretive Listening (IL), and Presentational Writing (PW) in an online format. The AAPPL assesses receptive and productive skills in a language that learners have learned and practiced within a classroom setting, providing evidence that points toward a learner's proficiency level. The AAPPL assesses language proficiency within a familiar classroom context.
AAPPL's original design and test framework were based on the 2006 ACTFL Assessment of Uses and Needs, a survey of over 1,600 world language instructors and administrators regarding the assessments they used and the kinds of assessments they needed. The result is the ACTFL Assessment of Performance Toward Proficiency (AAPPL), which not only includes opportunities for students to demonstrate their listening, speaking, reading, and writing ability through all three modes of communication, but also incorporates video and other real-life language performance opportunities. Based on its rigorous piloting and field testing and follow-on studies conducted for nearly a decade, the AAPPL represents effective practices in world language assessment. Analyses of 9,000 student performances demonstrate that the AAPPL can reliably differentiate examinee results according to different levels as described by the AAPPL performance scores. In addition, item difficulty parameters reflect the targeted proficiency levels. Thus, there is ample evidence to support the validity argument that the AAPPL can measure student performance in a reliable way.
The AAPPL assesses the ability to engage in linguistic tasks on topics of personal, social, and academic relevance across the three modes of communication. Each task, such as writing an e-mail message, video-chatting in the target language, or making selections based on the understanding of something heard, read, or viewed, takes place in the context of the language classroom. AAPPL tasks explore a variety of topics that are familiar to learners through classroom instruction or other language learning experiences, such as school, family, and community. The AAPPL resembles a seamless, virtual day in a standards-based classroom.
Each reading passage, listening text, speaking/listening task, or writing prompt is aligned with the features and demands of a major level on the ACTFL scale. In the case of the Interpretive Reading or Interpretive Listening test forms, the language presented to the student embodies features of language observed at a particular level (e.g. Novice, which would be isolated words, short familiar phrases, commonly memorized phrases). In the case of the Presentational and Interpersonal Modes, the tasks elicit language from the student that should have such features.