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PROFESSOR: For these
heritage learners--

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I'd say 99% of
them, the students,

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the heritage learners in this
course-- they started unevenly.

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So it's really hard to
assess how much progress.

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I can only say progress,
because I have a goal in my mind

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what do they need to reach
at the end of the course.

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But how do I assess their
progress is a problem,

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because some will start really
higher level than others.

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So easier for me to see the
progress in the lower level

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students.

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Harder for me to see
the higher level.

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So for me, the way I assess
is-- because I do have

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a lot of writing assignments.

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So I would see how much--
within an assignment,

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how many new vocabulary
they're willing to use.

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Because as I said, they like
to stay in their comfort zone.

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They like to use
simple language.

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They know it's correct.

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They don't want to venture
out, because they're

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afraid to make mistakes.

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So my assessment usually
is how sophisticated

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they can be when they're
doing the writing.

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Because we have a set of
vocabulary for each lesson,

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and they're supposed to use it.

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And for me, because
they're assumed at a stage

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they're still trying to
memorize all the characters,

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trying to write
a basic sentence.

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So the composition, I don't
ask too much of the structure.

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As long as they can
write a sentence down,

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the basic grammar's
correct, that's fine.

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But the vocabulary they can use.

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So and these vocabulary
sometimes in the course,

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I would spend some
time to explain.

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I don't teach them how
to read this vocabulary,

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but I do correct
their pronunciation.

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I do tell them how to
use this vocabulary.

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Because some vocabulary,
they give you

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the English definition,
but actually it

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doesn't use that way
in Chinese at all.

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Yes, this is what it means, but
you don't use the same context

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in Chinese.

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I would teach them
the differences.

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That's what I talk about.

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And I will some
students really want

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to expand their vocabulary.

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Then I will know he's trying.

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That's how I assess
the progress.

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We do have a lot of quizzes.

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We do have a lot of tests.

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We do have a lot of speaking.

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We do a lot of individual
reports and group

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projects in the classroom.

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So all these I look
at holistically.

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Yeah, yeah, I'm still thinking
about a more effective way

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to assess them.

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Especially I want the student
to do the self-assessment.

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That's important.

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They called it-- what's
that word-- anyway,

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making a portfolio for
yourself, what you can do,

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what you cannot do.

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That kind of thing.

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I started giving
them questionnaires,

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but I want to develop more.

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And to the last time
I did it, what can

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I do now, what I know now.

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Those are good, but
that's still very vague.

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You have to ask the
right questions.

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Sometimes it's all about
asking the right question.

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Because some questions, they
can answer really vaguely.

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Yes, I know, but how much
you really know, right?

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So that's a big topic.

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I'm still working on that.