Background information (article by U of M staff!)

10 Self-Assessment in Language Courses: Does In-Class Support Make a Difference?

Gabriela Sweet, Sara Mack and Anna Olivero-Agney

Keywords

self-assessment, language learning, learner agency, Fink’s taxonomy of learning, tools for practice and training in evaluating skills, guided sequence of in-class activities and collaborative learning, student-reported benefit, accuracy in self-assessing, self-regulatory learning

"The evidence-generating protocol provides actionable feedback to students, instructors, and programs. Learners are provided with an individual data report, and can monitor their progress over time as they work towards achieving goals. Instructors and programs can use aggregate data from a class-level learner profile to reflect on course and program proficiency goals. Measurable outcomes include increased awareness, learner agency, and engagement in learning."

Article in book:

Foreign Language Proficiency Book Cover 978-3-030-01006-5.jpg

Where Am I? Where Am I Going, and How Do I Get There?: Increasing Learner Agency Through Large-Scale Self Assessment in Language Learning

Gabriela Sweet
Sara Mack
Anna Olivero-Agney

Abstract

This chapter explores the efficacy of Basic Outcomes Student Self Assessment (BOSSA), a fully integrated standardized second language self-assessment protocol. Designed for large-scale, sustainable use across languages, levels, and modalities, BOSSA supports learner awareness as a path to agency and empowerment.

BOSSA shifts the focus from the traditional teacher as center of knowledge (the only one who evaluates) to a learner-centered space where the students work in community to actively support and develop their language skills. The collaboratively created protocol was validated through piloting over several semesters, operationalizing self assessment at the University of Minnesota and transforming the language classroom experience for more than 10,000 students in ten languages.

Incorporating qualitative data from focus groups with students and instructors as well as quantitative data from student-reported benefit and self-assessment surveys, researchers found that a self-assessment protocol that pairs a proximal performance opportunity with training and practice with self assessment can successfully support learners, instructors, and language programs in large-scale contexts. In addition, it provides a workable response to the increasing calls for integrating research-driven practice and transdisciplinary approaches as essential elements of second language teaching and learning.

This research was supported in part by grants from the Center for Educational Innovation, University of Minnesota, and the Language Flagship Program Initiative of the National Security Education Program, U.S. Department of Defense.

Here is the link to BOSSA online:

https://umn.qualtrics.com/jfe/form/SV_9ogIhxLV2WuK7DT

You and the students can ONLY have access to BOSSA using your U of M credentials. The first step is to sign in using these credentials:

BOSSA Welcome Screen U of M Credentials Screen Shot 2021-10-23 at 1.23.20 PM.png

The next screen you see is the following one, and you select BLUE for French 1003. There is also another selection for French 1004 (RED).

It is very important that you select the right level for either French 1003 or French 1004. Otherwise, students will not be participating in the correct level of the test (see other document with proficiency guidelines)!

BOSSA Welcome Screen U of M Select Level Screen Shot 2021-10-23 at 1.26.25 PM.png

During the fall, 2021 CIS French Workshop, we will look at the specific tasks/speaking prompts for students.

The "BOSSA" module contains the following resources (please modify as you wish):

HEADER #1: Participating in BOSSA (prep and directions):

1. Directions/email sent to instructors for use of BOSSA "live" or remotely (includes proficiency guidelines). Includes link to "goal setting."

2. Directions given to French 1003 students during the spring of 2021 for taking BOSSA remotely (WORD document). Please modify this as you wish, as on campus this was designated a HYBRID day during remote teaching via Zoom. There was also a rubric for completion of this activity on the hybrid day (available in the BOSSA module).

3. 2 videos that explain BOSSA to students BEFORE they take the self-assessment.

HEADER #2: BOSSA: results right after activities completed

TWO Sample strengths and challenges summaries = Sample Student Results (submitted to teacher to show that activities completed): Parts 1 and 2

HEADER #3: Small Group Activities after BOSSA (live or remote in break-out rooms)

Strengths, Challenges, and Goals (sample comments from group discussions after BOSSA activities: can be done live or remotely in break-out groups via Zoom or another platform) = sections 5 and 6 of French 1003 during the spring of 2021 (remote teaching by Lydia Belatèche)

HEADER #4: Follow-up (many days after BOSSA has taken place)

1. Sample email communication sent to students after the complete the BOSSA activities: follow-up.

2. Three sample tips sent to students

RESOURCES IN THIS BOSSA MODULE:

BOSSA MODULE on 1003 Canvas Site Screen Shot-1.png