Eric continues:
I have a few CI-friendly measures in mind that I think can show a lot of growth. I like the idea of time-pressured assessments, not to raise affective filters (hopefully your kids have done these types of assessments before, so they are used to them), but to simulate the spontaneity of language and limit monitor-use. Additionally, these below only take 10-15 minutes to administer and score!
Writing) 5 minute speed write (aka fluency/quick write)
Reading) 5 minute speed translate
Listening) sum up a listening passage in L1 (I’ve been asking for as much info as the student can get on characters, setting, problem, events, and resolution).
Speaking) If I had to do a speaking test, I’d do it like DPS: give some storyboard options and then use a rubric similar to that of the speaking NYS SLP, i.e. count the number of unique, appropriate, comprehensible utterances and give accuracy a small percentage. Or maybe time them for how long they can speak and account for pacing and pausing.
For teacher evaluation, students only have to show growth. I don’t know how much, if any part of it, has to do with reaching a standard.