Computerized Dynamic Assessment of Language Proficiency (CODA)
The Computerized Dynamic Assessment of Language Proficiency (CODA) is currently available for French, Russian, and Chinese.
It is an online formative assessment tool designed to provide more fine-grained profiles of listening and reading comprehension abilities than possible with traditional tests by offering graduated assistance to student test-takers. This allows teachers not only to observe how many test questions learners answered correctly and incorrectly on the first try but also to document how much support was required by the student test-taker to complete the assessment.
Test results are provided as unweighted and weighted scores for the class as well as for individual students.
The tests are based on existing and recognized multiple-choice assessments of listening and reading comprehension.
Access to the tests is not provided automatically and it may take some time before we contact you.
|Graduated assistance||The tests include prescripted prompts for each test question (item) aimed to assist, or mediate, students’ performance. No assistance is provided on the first attempt. If the learner does not successfully answer the question, up to three prompts, arranged from least explicit to most explicit are provided before the correct answer is displayed. Students also have the option to view an explanation of the answer once a question has been completed.|
|Actual and mediated scores||Student results are displayed as two scores, with each test question being worth a maximum of four points. The actual score refers to independent performance—in other words, how many questions were answered correctly on the first attempt—as is done in traditional assessment contexts. The mediated score takes into account the number of prompts required to answer items correctly, with a one-point reduction for each attempt beyond the first.|
|Group and individual results||Teacher can access results for a class as a whole as well as for individual students. Group results indicate the distribution of points for each item on the test so that teachers can see how many students received four, three, two, one, or no points for each question. Individual results are displayed as actual and mediated scores for each student as well as an item-by-item breakdown of student responses, points earned, and for which item(s) a learner requested an explanation.|
|Item constructs||Teachers are also able to view group and individual results according to test-item constructs—for example, vocabulary or grammar. This allows teachers to identify specific areas that proved difficult for learners and which may be in need of further instruction.|