Standards-based classroom assessment for foreign language in North Carolina public high schools: A statewide survey of teachers

A statewide study investigated four questions about foreign language assessment in North Carolina public high schools, relating to (1) classroom assessment tools, technologies, and means of grading; (2) frequency of assessment of the seven state competency goals; (3) availability and helpfulness of assessment-related professional development activities; and (4) sources used for assessment ideas and material. Data about the teaching context also were solicited. Questionnaires were sent to 300 high school foreign-language teachers across the state. The findings suggested that traditional assessment tools continued to dominate, particularly constructed---and selected---response tests. Alternative assessment use varied widely by tool; for example, the popularity of role-plays approached that of traditional translation exercises, while nearly half the teachers reported never using portfolios. Tradition also persisted in students' technology use and in grading, with tests and quizzes as the chief means of determining course grades. In professional development, some of the most helpful activities, such as observing other teachers, were among the least available, while other activities with high participation had low perceived helpfulness (e.g., reading state or local handbooks). For sources of material, teachers relied most on their personal experience in target cultures and next upon commercially published materials.