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Student_Oral_Observation_Matrix SOLOM

The document outlines the SOLOM (Student Oral Language Observation Matrix) assessment process for evaluating the oral language abilities of culturally and linguistically diverse students. It includes criteria for assessing comprehension, fluency, vocabulary, pronunciation, and grammar, with a scoring system from 1 to 5. The SOLOM should be administered by individuals proficient in the language being assessed, and students scoring a 1 indicate no proficiency in that language.

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Andreea Raluca Manea
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33 views

Student_Oral_Observation_Matrix SOLOM

The document outlines the SOLOM (Student Oral Language Observation Matrix) assessment process for evaluating the oral language abilities of culturally and linguistically diverse students. It includes criteria for assessing comprehension, fluency, vocabulary, pronunciation, and grammar, with a scoring system from 1 to 5. The SOLOM should be administered by individuals proficient in the language being assessed, and students scoring a 1 indicate no proficiency in that language.

Uploaded by

Andreea Raluca Manea
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Special Education Assessment Process for Culturally and Linguistically Diverse Students

SOLOM Teacher Observation


Student Oral Language Observation Matrix
Student’s Name ----------------------------------- Grade ------------ Signature ---------------------
Language Observed ---------------------------------------------------- Date ---------------------------
1 2 3 4 5
A. Comprehension Cannot be said to Has great difficulty Understands most of Understands nearly Understands
understand even following what is said. what is said at slower- everything at normal everyday
simple conversation. Can comprehend only than-normal speed speed, although conversation and
“social conversation” with repetitions. occasional repetition normal classroom
spoken slowly and may be necessary. discussions without
with frequent difficulty.
repetitions.

B. Fluency Speech is so halting Usually hesitant; Speech in everyday Speech in everyday Speech in everyday
and fragmentary as often forced into conversation and conversation and conversation and
to make conversation silence by language classroom discussion classroom classroom
virtually impossible. limitations. frequently disrupted discussions generally discussions fluent
by the student’s fluent, with and effortless,
search for the correct occasional lapses approximating that
manner of while the student of a native speaker.
expression. searches for the
correct manner of
expression.

C. Vocabulary Vocabulary Misuse of words and Student frequently Student occasionally Use of vocabulary
limitations so very limited uses the wrong words; uses inappropriate and idioms
extreme as to make vocabulary; conversation terms and/or must approximate that of
conversation comprehension somewhat limited rephrase ideas a native speaker.
virtually impossible. quite difficult. because of inadequate because of lexical
vocabulary. inadequacies.

D. Pronunciation Pronunciation Very hard to Pronunciation Always intelligible Pronunciation and


problems so severe as understand because problems necessitate though one is intonation
to make speech of pronunciation concentration on the conscious of a definite approximate that of
virtually problems. part of the listener accent and occasional a native speaker.
unintelligible. Must frequently and occasionally lead inappropriate
repeat in order to to misunderstanding. intonation patterns.
make himself or
herself understood.

E. Grammar Errors in grammar Grammar and word Make frequent Occasionally make Grammatical
and word order so order errors make errors of grammar grammatical and/ usage and word
severe as to make comprehension and word order that or word order order approximate
speech virtually difficult. occasionally errors which do not that of a native
unintelligible. Must often rephrase obscure meaning. obscure meaning. speaker.
and/or restrict
himself or herself to
basic patterns.

Based on your observation of the student, indicate with an “X” across the square in each category which best describes the student’s
abilities.
-The SOLOM should be administered by persons who themselves score at level “4” or above in all categories in the language being
assessed.
-Students scoring at level “1” in all categories can be said to have no proficiency in the language.

Source: SOLOM is not commercially published. It may be copied, modified, or adapted to local needs.

Guidelines and Resources for the Oregon Department of Education - 2007 Revisions Appendix B, Page 14

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