アアアアアアアアアアアアアアアア

秋秋秋秋yakiyama@bu.edu

• 秋秋秋秋秋秋秋秋秋秋秋1

• 秋秋秋秋秋 秋秋秋秋秋（）2

• 秋秋秋秋秋秋秋秋秋秋秋秋秋3

秋秋秋秋

• 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋SLO 秋秋秋秋秋秋秋。1

•秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋2•秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋 秋秋秋秋秋体秋秋秋秋秋秋秋秋秋。3• 秋秋秋秋秋秋秋秋秋秋 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋、秋秋秋秋秋秋秋秋秋。4

秋秋秋秋秋秋秋秋

MOOC (Massive Online Open Courseware)

MIT 秋秋秋秋秋秋

FLL (Foreign Languages and Literatures)

MISTIMISTI: MIT International Science & Technology Initiative

アアアアアアアア

秋秋一

• Japanese 1 (S & L)• Japanese 2 (S & L)

秋秋秋• Japanese 3 (S & L)• Japanese 4 (S & L)

秋秋秋• Japanese 5 (R/W & S/L)• Japanese 6 (R/W & S/L)

秋秋秋秋• Classes at Harvard University

VFT Japanese

秋秋秋秋

秋秋秋秋【 syllabus 秋秋秋秋秋秋秋秋秋秋 秋秋秋秋秋】 、

秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋 秋秋秋秋秋 秋秋秋秋秋秋秋秋秋秋体、秋秋秋秋秋秋秋秋 秋秋秋秋秋秋 秋秋秋秋秋。。。秋秋秋秋秋秋【 curriculum 秋秋秋秋秋秋秋秋秋秋秋秋秋】

秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋 秋秋秋秋秋。。

MIT アアアアアアアアアアアアアア• course description, objectives & goals• class schedule • office hours & instructor’s contact info• educational materials (textbook, reference, online resources, etc.)

• grading criteria• instruction on how to reach the grading criteria

• attendance policy• (+ daily schedule)

This is a 4 credit-course designed for those who do not have any previous experience in studying Japanese. The objective of this course is to acquire communicative and functional skills in Japanese. You will learn the basics of the orthography, speaking, listening, reading, writing, and pragmatics, (=when to say what and why), and sociolinguistics of modern Japanese. Six chapters will be covered in this course and each chapter includes new vocabulary, grammatical patterns, and expressions. Students will also learn the reading and writing of approximately 58 Kanji (Chinese Characters). Topics on Japanese culture and customs are introduced and discussed throughout the course. LJ112 (Second-Semester Japanese) will be offered as the next course in the sequence after this course.

Japanese 1 Course Description: Sample A

This is a 4 credit-course designed for those who do not have any previous experience in studying Japanese. The objective of this course is to acquire communicative and functional skills in Japanese. You will learn the basics of the orthography, speaking, listening, reading, writing, and pragmatics, (=when to say what and why), and sociolinguistics of modern Japanese. Six chapters will be covered in this course and each chapter includes new vocabulary, grammatical patterns, and expressions. Students will also learn the reading and writing of approximately 58 Kanji (Chinese Characters). Topics on Japanese culture and customs are introduced and discussed throughout the course. LJ112 (Second-Semester Japanese) will be offered as the next course in the sequence after this course.

Japanese 1 Course Description: Sample A

This course covers Genki Lessons 1 through 6, providing opportunities to acquire basic skills for conversation, reading and writing. The program emphasizes ACTIVE command of Japanese, not passive knowledge. Your goal is not simply to study the grammar and vocabulary, but to use Japanese accurately and appropriately with fluency. You will learn 58 Kanji characters in this course.By the end of this course, you will be able to:• read and write hiragana, katakana, and 58 kanji• talk about and describe yourself, things, events, and people around you

• talk about activities (regular activities and activities in the future and past)

• describe locations• ask and give directions• make requests• go shopping and order food at restaurants• talk about Dos and Don’ts

Japanese 1 Course Description: Sample B

This course covers Genki Lessons 1 through 6, providing opportunities to acquire basic skills for conversation, reading and writing. The program emphasizes ACTIVE command of Japanese, not passive knowledge. Your goal is not simply to study the grammar and vocabulary, but to use Japanese accurately and appropriately with fluency. You will learn 58 Kanji characters in this course.By the end of this course, you will be able to:• read and write hiragana, katakana, and 58 kanji• talk about and describe yourself, things, events, and people around you

• talk about activities (regular activities and activities in the future and past)

• describe locations• ask and give directions• make requests• go shopping and order food at restaurants• talk about Dos and Don’ts

Japanese 1 Course Description: Sample B

SLOs(Student Learning Outcomes)

SLOs アアアア

（ Example）“ Students will be able to recognize the relationship between culture and language use, identify common traits of the target culture, and examine the similarities and differences of these common traits with their own culture.”

Student Will Be Able To + Active verb (from Bloom’s taxonomy) +Condition (as a result of) + Measurement (as measured by or as demonstrated by ...) + When (at what timeline)

“By the end of this course, students will be able to perform basic communication with speakers of Japanese, talk about things around them, and engage in daily activities in the four language skills.”

Measurable Outcomes

Course Objectives

秋秋秋秋秋

Activities秋秋秋秋

秋秋

measurable SLOs

秋秋

Dimension of Difference Assessment Evaluation

Timing Formative Summative

Focus of Measurement Process-Oriented

Product-Oriented

Relationship Between Administrator and Recipient Reflective Prescriptive

Findings, Uses Thereof Diagnostic Judgmental

Ongoing Modifiability of Criteria, Measures Thereof Flexible Fixed

Source from Dan Apple (1998)

Assess HOW?秋秋

秋秋秋秋

秋秋秋

秋秋秋秋秋秋秋秋秋

秋秋秋秋秋秋秋秋秋

秋秋秋秋秋秋秋秋秋

秋秋秋秋秋秋秋

秋秋秋秋

Assess WHAT?秋秋 秋秋秋秋秋秋、

秋秋 秋秋秋秋秋秋、

秋秋

秋秋秋

秋秋秋秋秋秋秋 秋秋秋秋 秋秋秋、、

秋秋秋秋秋秋秋 秋秋秋秋 秋秋秋、、

秋秋秋 秋秋秋秋秋、

秋秋秋秋

Objectives秋秋

Activities秋秋

アア

秋秋秋秋秋秋秋秋秋秋秋

秋秋秋秋秋秋秋

秋秋？秋秋秋秋秋？秋秋秋秋秋？秋秋秋

秋秋秋秋秋秋秋？

• 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋？

• 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋？

秋秋秋秋秋秋秋:秋秋 秋秋 秋秋

秋秋秋秋秋秋秋秋秋アアアアアアアアアアアアア「」• 秋秋秋秋秋秋秋

– 秋秋秋秋秋秋秋秋秋秋秋秋 ( 秋秋秋秋秋秋 秋秋秋 秋秋・・ ) ( 秋秋秋秋 )

• 秋秋秋秋秋秋秋秋 – 秋秋秋秋秋秋秋秋秋秋秋秋秋秋 ( 秋秋秋秋秋秋 秋秋秋 秋秋・・ ) 秋秋秋秋秋秋秋秋秋秋秋秋秋 ( 秋秋秋秋秋 )

• 秋秋– 秋秋秋秋秋秋秋秋 秋秋秋秋秋秋秋秋秋秋秋秋秋 秋秋秋秋秋秋秋秋秋、秋秋秋秋秋秋秋 (TOEIC 700)

ア アア アアアア・・

秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋、秋秋秋秋秋秋秋秋秋秋秋秋秋 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋、・・秋秋秋秋秋秋 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋（）

→ 秋秋秋秋秋秋秋秋秋秋 秋秋秋秋秋 秋秋秋秋秋秋秋秋秋秋秋秋秋、秋秋秋秋秋 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋 秋秋秋秋秋秋秋、秋秋秋秋秋秋 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋 体一

秋秋秋秋秋秋秋秋秋秋秋秋秋

秋秋秋秋ICU 秋秋秋秋秋秋秋秋秋秋（）• IELTS 秋 ELA 秋 English for Liberal Arts) 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋

秋秋秋秋• 2015 秋秋秋 TEAP 秋秋秋秋秋秋秋秋

秋秋秋秋秋。

1.秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋 秋秋秋秋秋秋、秋秋秋秋秋秋秋秋秋秋秋秋秋 秋秋秋秋 秋秋秋秋 秋秋秋秋秋秋秋秋秋。、、秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋 秋秋秋 秋秋秋秋秋秋秋秋。（一）

2.秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋。

秋秋秋秋秋秋秋秋秋秋

STAMP• web-based• computer-adaptive• measures proficiency in 4 skills• based on real world activities• offered in 4~7 world languages

• conducted on the phone/computer

• completely automated testing• evaluated by computer • measures speaking• offered in English, Spanish, Arabic, Dutch, and Aviation English

• cost-effective

Case Study: MIT VFT JapaneseWhy?: regular vs. intensive秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋。Use for?: 秋秋秋秋 秋秋秋秋秋秋秋秋秋秋秋、How? ： ACTFL OPIWhat?: Proficiency秋秋: 秋秋秋秋秋

秋秋秋1.秋秋秋秋秋2.秋秋秋秋秋秋秋秋秋秋秋秋3.SLOs秋秋秋秋“By the end of this course, students will be able to perform basic communication with speakers of Japanese, talk about things around them, and engage in daily activities in the four language skills.”

1.秋秋秋秋秋秋秋秋秋秋 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋一秋秋秋秋秋秋秋 秋秋秋秋秋。（）

2.秋秋秋秋 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋一秋秋秋秋秋秋 秋秋秋秋秋。（）

3.秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋 / 秋秋秋秋秋秋。

4.秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋。

アアアアアア。

秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋(student evaluation)

For what?• 秋秋秋秋秋秋秋秋秋秋秋• 秋秋秋秋秋秋秋秋秋秋秋秋• 秋秋秋秋秋秋秋秋秋秋秋秋秋秋• 秋秋秋秋秋秋秋秋秋秋秋• 秋秋 秋秋秋秋、• 秋秋秋秋秋秋秋秋秋秋秋秋秋 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋、• 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋

How to assess and report?秋秋秋？• 秋秋秋秋秋秋秋秋秋秋• 秋秋秋 / 秋秋秋秋秋秋秋秋秋秋

秋秋秋秋秋秋秋秋秋秋？• 秋秋秋秋秋秋秋秋• 秋秋秋秋秋• 秋秋秋秋秋秋秋• 秋秋秋秋

Assess what?(1=strongly disagree, 4=neutral, 7=strongly agree, N/A)QUALITY OF TEACHING• Stimulated my interest• Displayed through knowledge of subject material

• Helped me learn

SUBJECT• Subject expectations were made clear• Subject’s learning objectives were met• Assignments contributed to my learning• Grading thus far has been fair• The pace of the class was (1=slow, 4=just right, 7=too fast)

• The hours you spent per week on this subject (--- hours)

アアアアアアアアアアアア• 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋• 秋秋秋秋秋秋秋秋秋秋秋秋秋秋• 秋秋秋秋秋秋秋秋秋「」

アアアアアアアアアアアアア• 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋 ( 秋秋秋秋秋秋 : negative wash-back effect)→ 秋秋秋秋秋秋秋→ 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋→easy A 秋秋秋秋→ “ grade inflation”

• 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋 (Cashin, 1996)

秋秋秋秋秋秋秋秋秋 秋秋秋秋秋秋秋

1.秋秋秋秋秋秋秋秋 秋 秋 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋 MEXT 秋秋秋 秋秋 秋秋秋秋秋秋秋秋秋秋秋秋）、秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋。

2.秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋 秋秋秋秋秋秋秋秋秋秋秋秋。「秋 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋。」

3.秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋 秋秋秋秋秋秋秋秋秋秋、秋秋秋秋秋秋秋秋秋

アアアアアア。

秋秋秋秋秋秋秋

秋秋秋秋秋秋秋• 秋秋 秋秋秋秋秋秋秋、• 秋秋秋秋秋秋秋秋秋秋秋秋秋

秋秋秋– 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋– 秋秋秋秋秋秋秋秋秋秋– 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋– 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋

秋秋秋秋秋秋秋秋秋秋秋

秋秋秋秋秋秋秋秋秋• 秋秋秋秋秋秋秋

– 秋秋秋秋秋秋一– 秋秋秋秋秋秋秋秋秋秋秋秋秋秋– 秋秋秋秋秋秋秋– 秋秋秋秋秋秋秋秋秋秋秋秋

• 秋秋秋秋秋秋秋秋 秋秋秋秋秋・– “ 秋秋秋”秋秋秋秋秋秋秋秋秋– 秋秋秋秋秋秋秋秋秋秋秋秋

秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋

アアアアアアアアアアアア秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋「、秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋 秋。“What the best college teachers do” (Bain, 2004)

Formative ( アアア ) vs. Summative ( アアア )• 秋秋秋秋秋秋秋秋秋秋秋秋秋秋

– 秋秋秋秋秋秋秋秋秋秋秋秋秋秋 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋、 (Chappuis, 2009)

– 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋 (Harlen & James, 1997)

• 秋秋秋秋秋 秋秋＝ 秋秋秋– 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋 秋秋秋秋秋 秋秋秋秋秋秋秋、、、秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋 (Chappuis, 2009)

アアアアアアStudents• diagnose strengths and weaknesses• motivate to study and review• reward for hard workTeachers• focus teaching efforts where needed• review areas of weakness• evaluate effectiveness of teachingCurriculum• reassess needs & objectives• revise and improve tests• modify materials and teaching

Source from J.D. Brown (2012) Workshop on Assessment

アアアアアアアアアアアア• Receptive-response item formats

– multiple choice questions– True or False– matching

• Productive-response item formats– fill-in-the-blanks– short-answer– task-based assessment (guidelines)

• Personal-response item formats– portfolios (guidelines)– self-assessments (guidelines)– conferences (guidelines)

• Holistic or analytic rubrics

Holistic rubrics

Analytic rubrics

http://rubistar.4teachers.org

• 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋SLO 秋秋秋秋秋秋秋。1

•秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋2•秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋 秋秋秋秋秋体秋秋秋秋秋秋秋秋秋。3• 秋秋秋秋秋秋秋秋秋秋 秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋秋、秋秋秋秋秋秋秋秋秋。4

秋秋秋秋秋秋秋秋

QUESTIONS?YAKIYAMA@BU.EDU