# data[].attributes.headline
November 7, 2025:   Hmong Group at Fresno State

# data[].attributes.subject
November 7, 2025:   Hmong Group at Fresno State

# data[].attributes.custom_properties.V9p4ZblI
1.  creating videos as authentic assessments and collaboration
2.  recording voices and messages as an authentic assessment
3.  building a cultural project as an authentic assessment
4.  recording history as a way to help the younger generation understand culture

# data[].attributes.custom_properties.V9p4ZblI
Learned about practical strategies for assessments, including authentic projects, different types of formal and on-going assessments, and assessments with/without technology. 

# data[].attributes.headline
Chinese Mandarin Group B (Cindy Ai-Ling Li)

# data[].attributes.subject
Chinese Mandarin Group B (Cindy Ai-Ling Li)

# data[].attributes.custom_properties.V9p4ZblI
Formative assessment doesn’t have to be traditional settings (pencil and paper), we can check on spot and have orally assess students. Be flexible. 
Need to implement creativity in rubric. 
Authentic assessment needs to incorporate real-world application instead of just assessing students’ abstract academic competence. 

# data[].attributes.headline
Chinese Mandarin Group C (Katharina Chung)

# data[].attributes.subject
Chinese Mandarin Group C (Katharina Chung)

# data[].attributes.custom_properties.V9p4ZblI
I enjoyed learning about different kinds of assessments and reasons behind conducting assessments. Also, we learnt about various assessment types with and without technology use. 

# data[].attributes.custom_properties.V9p4ZblI
1. the need to integrate cultural and linguistic aspect in the assessment, 2. positioning assessment in real-life context, 3. challenges in incorporating translanguaging in assessment with materials, resources, and training based on Spanish research 

# data[].attributes.custom_properties.V9p4ZblI
1. incorporating opportunities for students to include their funds of knowledge in assessments
2. awareness of the sensitivity and emotional reactions that some topics or prompts may have
3. acknowledging hardships and validating individual experiences
4. providing multiple modes of assessment (choice) that allows students to access effective reflection, production, and growth
5. Recognition of what is happening in the student's world now

# data[].attributes.custom_properties.V9p4ZblI
Meaning of khảo sát, bài thi, bài trắc nghiệm, bài kiểm tra
What is assessment? What is authentic? 
Do we use rubrics?
Formative vs summative assessments

# data[].attributes.custom_properties.V9p4ZblI
1. The authentic assessment is related to real-life situations/ problems. Compared to the traditional assessment, it can better integrate students' cultural assets and make the learning process more meaningful.
2. To create a robust and practical rubric for the authentic assessment, the teacher can use simple and clear language so students understand expectations and use it to guide their learning.
3. The rubrics should be observable and measurable. The criteria should be based on visible behaviors and evidence (e.g. clarity, completeness, accuracy). 

# data[].attributes.custom_properties.V9p4ZblI
1. Traditional vs Authetic assessment (definition, example)
2. Rubric: Planning Path: Program  goal---> progress checkpoint---> Performance Expectation---> Performance Assessement---> Point to Progress
3. Non Application

# data[].attributes.custom_properties.V9p4ZblI
Yesterday, we watched a series of videos about the Laos, Hmong, Vietnamese, and other ethnic communities that have been impacted by the Vietnam War. Each story highlighted the shared experiences of trauma and displacement caused by the Vietnam War and the challenges of resettling in the United States. The videos reminded us that, despite our differences, we are connected through common histories of resilience, survival, and hope. They also emphasized the importance of holding onto our cultural identities and continuing to pass our traditions and stories on to younger generations.  Our challenge is to see how we can use films, videos, cassette recording etc. as forms of authentic assessments.

# data[].attributes.custom_properties.V9p4ZblI
I liked learning about how authentic assessments can look even in math. Makes learning more collaborative.

# data[].attributes.custom_properties.V9p4ZblI
I liked the experience of creating the assessment collaboratively with a rubric that I can use.

# data[].attributes.custom_properties.V9p4ZblI
I liked seeing different online tools to support assessment. Also thinking about clarifying assessment with rubrics, especially for more subjective content areas. Seeing how translanguaging can be supported and clarifying expectations in the rubric.

# data[].attributes.custom_properties.V9p4ZblI
Nice to see the Hmong language examples of proficiency levels from ACTFL. Seeing "professional" Hmong applied. 

# data[].attributes.custom_properties.V9p4ZblI
Authentic assessment in project based learning works
Problem solving skills

# data[].attributes.custom_properties.V9p4ZblI
It’s is very positive to know different games to access the students 

# data[].attributes.custom_properties.V9p4ZblI
Focus on practical language goals: 

Focus on developing context in order to clarify your goal.  Simplification helps clarification. Thinking practicality helps with simplification. 

# data[].attributes.custom_properties.V9p4ZblI
Q：is that a tenable goal for the level that you teach? 

Consensus： At the earliest stages, the students are best to be allowed to focus on any area of development (step by step/ growth mindset) 

# data[].attributes.custom_properties.V9p4ZblI
Assessment is not only for teachers but also for students to set their goals.
Self motivation is essential for learning another language.
There are many technology tools that can help students create authentic project that they can use the language in real life setting. 

# data[].attributes.headline
Coast-to-Coast Communities of Southeast Asians

# data[].attributes.subject
Coast-to-Coast Communities of Southeast Asians

# data[].attributes.custom_properties.V9p4ZblI
SEARAC presented the Southeast Asian American Journeys, a 5 episode documentary series that highlights the Cambodian, Hmong, Lao, Mien, Montagnard, and Vietnamese communities across the country. It commemorates 50 years since Southeast Asian refugees first began rebuilding their lives in the United States in the aftermath of the Vietnam War, bombings of Laos, and Khmer Rouge genocide. These videos are powerful experiences from the Southeast Asian American communities that share similarities across different ethnic groups as well as slight differences.  We want to incorporate project based learning and videos and films as forms of authentic assessments. 

# data[].attributes.custom_properties.V9p4ZblI
The Southeast Asian community event showcased a documentary that highlighted the personal stories of five Southeast Asian individuals, focusing on their shared struggles upon immigrating to the United States. The film powerfully highlights their determination and resilience as they work tirelessly to better their lives and provide for their families, all while striving to create a sense of home in a new country. It illustrates themes of acceptance, courage, and the importance of community, as these individuals come together to not only overcome adversity but also contribute to the broader social fabric of America. The documentary serves as a testament to the strength of the immigrant spirit and the collective efforts of diverse communities in fostering a more inclusive society.

# data[].attributes.custom_properties.V9p4ZblI
We looked at how to use films and sharing stories from Southeast Asian communities about resilience, belonging, and identity after war and migration can be used as authentic assessments in the classroom. Films we watched highlighted how Cambodian vendors built community through food markets, Vietnamese artists preserved culture after displacement, and Hmong farmers in America continued their traditions despite hardship. The Mien people used food, storytelling, and cassette recordings to keep their heritage alive, while LGBTQ+ stories showed the struggle and strength in finding acceptance within their families and culture. The filmmakers emphasized bringing these real stories into schools to educate others, honor untold histories, and help communities see themselves represented.

# data[].attributes.custom_properties.V9p4ZblI
1. Using the Backward-Design for authentic assessment design is an effective way to include multiple skills that students need to be successful in the class, and the teachers could also have an overview of the deliverables to plan for scaffolds accordingly.  
2. Authentic assessment, by its real-world nature, motivates students, engages them, and keeps them on task.  
3. It's essential to establish rubrics for assessment and make them clear to students and even parents. So they know exactly what the expectations are and work toward the goals. 
   

# data[].attributes.custom_properties.V9p4ZblI
Mandarin Group 8
1. Authentic Assessment. It can include different ways including Performance-based, Interviews, Exhibitions, Multimedia projects, Oral presentations, Group projects based on subjects, student age, and background. It shall be real world task, student centered, process and product, and higher order thinking. 
2. Planning path for rubric: It will go through program goal, progress check points, performance expectation, performance assessment, and points to progress.
3. What you need to include in rubric: Rubric needs to include the following things, scale, criteria, performance descriptor. 

Thanks!

# data[].attributes.custom_properties.V9p4ZblI
1. Student-Friendly: Uses simple and clear language so students understand expectations and can use the rubric to guide their own learning.
2. Observable & Measurable: Criteria are based on visible behaviors and evidence (e.g., clarity, completeness, accuracy), making scoring fair and objective.
3. Holistic & Growth-Oriented: Descriptions emphasize what students can do at each level, supporting a positive, growth-mindset approach rather than labeling lower scores as failure.