Self-Assessment for incoming 9th graders, Fall 2017: Please complete before registering.*
The OHS Foreign Language Department is delighted that you are interested in continuing your language studies next year. Our goal in providing you with this assessment tool is to help YOU decide if you are ready to enter the 2nd year of a language program, or would be better served by starting from the beginning. At the end of this survey, you should choose the course you want to enroll in, then follow through with your registration, signing up for the class you want. If you indicate that you plan to enroll in level 2, we will let the counselors know--you don't need to do anything further.

We do not recommend that 9th graders start in the 3rd year of any language. If your skills exceed those on this assessment, please contact the department chair directly for consideration: junderwo@osd.wednet.edu

*Students who don't submit this form or who submit it over the summer may find that they have not been placed in level 2. These students may have to wait to have a schedule change in late August or early September.

Email address
What is your name? (Last, First)
Your answer
Which Middle School are you coming from?
Briefly explain where/how you got your language skills.
Your answer
READING in my foreign language: When I read a text aimed at beginning foreign language learners I can pick out cognates.
READING in my foreign language: When I read a text aimed at beginning foreign language learners I can identify main ideas.
READING in my foreign language: When I read a text aimed at beginning foreign language learners I can follow simple sentence structure.
READING in my foreign language: When I read a text aimed at beginning foreign language learners I can answer basic questions about the text in my native language.
READING in my foreign language: When I read a text aimed at native speakers (such as ads, surveys, short news articles, etc.) I can pick out cognates.
READING in my foreign language: When I read a text aimed at native speakers (such as ads, surveys, short news articles, etc.) I can identify main ideas.
READING in my foreign language: When I read a text aimed at native speakers (such as ads, surveys, short news articles, etc.) I can follow simple sentence structure.
READING in my foreign language: When I read a text aimed at native speakers (such as ads, surveys, short news articles, etc.) I can answer basic questions in my native language.
Writing Skills: In writing in my foreign language I can write simple sentences in the present tense.
Writing Skills: In writing in my foreign language I can write complex sentences in the present tense.
Writing Skills: In writing in my foreign language I can form sentences using a variety of verbs in the present tense. (I can use regular and high frequency irregular verbs.)
Listening Skills: When I hear a non-native speaker use my foreign language I can pick out cognates and hear distinct words and phrases.
Listening Skills: When I hear a non-native speaker use my foreign language I can identify main ideas.
Listening Skills: When I hear a non-native speaker use my foreign language I can follow simple sentence structure.
Listening Skills: When I hear a non-native speaker use my foreign language I can answer basic questions about what I've heard.
Listening Skills: When I hear a native speaker (in person, recorded or broadcast) use my foreign language, I can pick out cognates and hear distinct words and phrases.
Listening Skills: When I hear a native speaker (in person, recorded or broadcast) use my foreign language, I can follow simple sentence structure.
Listening Skills: When I hear a native speaker (in person, recorded or broadcast) use my foreign language, I can answer basic questions about what I've heard.
Speaking skills: In speaking in my foreign language I can say simple sentences in the present tense.
Speaking skills: In speaking in my foreign language I can say complex sentences in the present tense.
Speaking skills: In speaking in my foreign language I can form sentences using a variety of verbs in the present tense. (I can use regular and high frequency irregular verbs.)
Speaking skills: In speaking in my foreign language I can ask yes/no questions to get information.
Speaking skills: In speaking in my foreign language I can ask questions to get specific information by using interrogative expressions (such as who, what, when, where, why, how, how many, etc.)
Speaking skills: In speaking in my foreign language I can answer questions in complete sentences.
Vocabulary: I can understand and express ideas about myself, my likes and dislikes.
Vocabulary: I can understand and express ideas about my family and friends.
Vocabulary: I can understand and express ideas about my school life and activities.
Vocabulary: I can understand and express ideas about food, restaurants and shopping for food.
Vocabulary: I can understand and express ideas about clothing--types, sizes, colors and styles.
Vocabulary: I can understand and express ideas about travel and places where my language is spoken.
Vocabulary: I can understand and express ideas about weather.
Vocabulary: I can understand and express ideas using numbers, dates and times.
Grammar: I can conjugate and recognize regular verbs in context.
Grammar: I can conjugate and recognize the verbs "to be", "to have" and "to go" in my language.
Grammar: I can recognize and use adjectives.
Grammar: I can recognize and use subject pronouns.
Grammar: I can recognize and use possessive adjectives.
Grammar: I can recognize and use object pronouns.
Grammar: I can recognize and use question words.
Grammar: I can recognize and use idiomatic expressions.
Grammar: I can understand and use articles.
Grammar: I can recognize and use contractions.
Transition to High School: Please select all that apply
Required
Use your responses on this self-evaluation to help determine your best placement for next year. If you have strong study skills, maintain good grades, like a challenge and feel you could thrive in a class of mostly sophomores and juniors AND if you answered "I can do this now" most of the time, then you should definitely enter 2nd year. If your answers were a mix of "I can do this now" or "I can do this with review", you should probably enter 2nd year, provided you have strong study skills, maintain good grades, etc. If your answers were a mix of "I can do this with review" with a few "I can do this now" and "I need to learn this" thrown in, you could go either way. If you feel extremely comfortable making the transition to a big high school, you like a challenge and are willing to brush up some of your skills over the summer, then choose level 2. However, if you're a little nervous about the transition, like being a class leader and predict that you won't study much over the summer, then choose level 1. Finally, if you answered mostly "I need to learn this", then you should sign up for level 1. How are you feeling?
Not ready for level 2
Very ready for level 2
Based on this self-assessment, which class do you expect to enroll in?
What other language skills do you have that we didn't address here?
Your answer
After completing this assessment, you should enroll in the language course that you want during your school's regular registration time. (You may have to write in "level 2" if the option is not printed.) After you submit this self assessment, your name will be put on a list so that your registration will be approved. You will get your schedule during Freshman Orientation in the Fall. If you have waited to take this self-evaluation until June, July or August, your schedule may not reflect your wishes, and a schedule change may have to be effected at the beginning of the 2017-2018 school year.
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