Promoting curricular innovation through language performance assessment

Vyn, Reuben

doi:10.17077/etd.iepe-7s2s

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“…On the one hand, such policies strengthen the reliability of the SoBL, ensuring the proficiency of SoBL recipients through use of normed and field‐tested tools. These standardized assessments of world language proficiency provide teachers with useful feedback on their instruction and can have a positive washback effect on teachers' practice, motivating proficiency‐oriented pedagogies (Davin et al, 2018; Kissau & Adams, 2016; Vyn, 2019). Evidence also suggests that students value the results of such tests to provide proof of their proficiency and boost confidence in language abilities (Davin, 2021a; Davin & Heineke, 2018).…”

Section: Discussionmentioning

confidence: 99%

The Seal of Biliteracy: A 10‐year retrospective

Davin

Heineke

Hancock

2022

Foreign Language Annals

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The Challenge Seal of Biliteracy policies vary in subtle ways that relate to the percentage of students earning the recognition. How do the characteristics of the recognition vary across states? How do these variations compare to the percentage of students earning the recognition in each state? This article highlights trends in the existing data and makes recommendations for future policy revisions and research.

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