Benchmarks
The number of language programs who have adopted our Chinese reading platform has grown tremendously. With the large data set, we can now offer benchmarks for the following types of programs in different parts of the world.
- Mandarin Dual Language Immersion (DLI) in the United States
- Language programs across Asia
- World Language programs offered at International Schools
- Bilingual programs in Mainland China
使用Level Learning中文阅读平台的学校数量正在大幅增长中。在收集和整理了大量的数据之后，我们现在可以为以下几类语言项目提供水平参考基准：
- 美国中文双语浸入式课程
- 亚洲学校中文语言课程
- 亚洲国际学校世界语言课程
- 中国大陆双语课程
- US Mandarin DLI 美国中文双语浸入式课程
- Language Programs across Asia 亚洲学校中文语言课程
This benchmark project started with data gathering in Feb. 2020. The original intent was to use mid-year assessment data to build a model. We intended to publish the report in July 2020 once end of year assessment data became available. Given the continual impact of the pandemic, we have not been able to do a meaningful update to our data set. However, we believe the data set we collected in Feb. 2020 would still be helpful to teachers and administrators. Please treat this benchmark as work in progress. We sincerely hope that we can gather data in July 2022 and update this benchmark.
此参考基准从2020年2月开始收集数据。最初的想法是使用年中测试数据来构建框架，然后在2020年7月恢复测试后发布该报告。但由于新冠的持续影响，我们无法获得充足并准确的数据来更新数据库。不过，我们认为在 2020 年 2 月收集的数据集仍然可以对学校管理人员和中文教师提供一定的帮助。所以请将此基准视为一项仍在进行中的工作。我们真诚地希望可以在 2022 年 7 月收集充足的数据并更新此参考基准。
Data collected Feb. 2020
Given the variety of program models, we collected information from each school in order to analyze how reading levels are affected by different factors:
- % of students with home language as Chinese
- % instructional time in Mandarin (Kindergarten through Grade 2)
- % instructional time in Mandarin (Grade 3 and up)
- One-way or Two-way Immersion
The only factor which influenced reading levels in a significant way is the % of students with home language as Chinese.
鉴于课程模式的多样性，我们收集了各所学校的信息，来帮助我们分析不同的因素对阅读水平的影响：
- 母语为中文的学生占比
- 中文教学的时间占比（幼儿园到 2 年级）
- 中文教学的时间占比（3 年级及以上）
- 单向或双向沉浸式课程
通过分析得出，中文母语学生的占比是唯一一个明显会影响到中文阅读水平的因素。
Level Learning serves different types of learners and context
- International Schools across Asia serving a wide range of learners
- Native : Students who are native Chinese speakers
- Mixed Language Exposure : Non-native speakers who have 3 or more years of language learning or experience outside of the classroom
- CAL : Non-native speakers who are learning Chinese as an additional language with under 2 years of language learning experience
- Bilingual Schools in Mainland China
- Majority Native Chinese Students
- Utilize Chinese National Curriculum and Text Books
Level Learning服务于不同类型和语言环境下的学生：
- 亚洲的国际学校为广泛的学习者提供服务 亚洲的国际学校
- 母语：母语学生
- 二语学生（中文学习经验在3年及以上，或者在课堂之外有中文背景/语言环境的学生，例如父母中的一方母语是中文等）
- 二语学生（中文学习经验为0-2年）
- 中国大陆的双语学校
- 大部分学生为中文母语学生
- 使用中国国家课程教材使用中国语文课程标准和部编版语文课本
International Schools across Asia : Chinese Reading
亚洲的国际学校 : 中文阅读
Data collected July, 2021
Bilingual Schools in Mainland China : Chinese Reading
中国大陆的双语学校 : 中文阅读
Data collected August, 2021
Using Level Chinese Text Complexity Standards, we identified the level of most texts in the G1-9 textbooks using 部编版语文课本 as a reference. The table below shows the key range of text levels in each textbook. These levels were further cross-referenced with the grade level performance targets and validated by a leading bilingual school in Beijing, China. The grade level performance targets were set based on multiple years of collected student data using the Level Chinese assessments. Given CNC and Level Chinese standards are based on similar framework, teachers can plan instruction of a text in the textbook using standards in the matching level within Level Chinese. In addition, teachers can obtain data on student learning based on assessment results in Level Chinese system.
我们根据Level Chinese 的文本分级标准，以部编版语文课本作为参考，为一到九年级的大部分课文进行了分级。下面的表格展示了每册课本主要覆盖的等级分布。这些等级可以和各年级的目标等级相互参照，并且得到了北京某所知名双语学校的验证。这些年级的目标等级设置是根据Level Chinese评估系统多年来累积的测试数据分析得出的。因为中国语文课程标准和Level Chinese标准都是基于类似的框架，所以教师可以参考和结合Level Chinese的相应等级来指导和准备语文课本的教学。同时，教师还可以从Level Chinese的测试系统中获得数据，从而进一步指导学生的学习。
