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Standards Based Grading in the World Language ClassroomPart 2 - Assessing Student
Performance
Central States Conference on the Teaching of Foreign Languages
March 20, 2014
http://eurekaworldlanguage.wikispaces.com/home
Who are we and why are we here?
• Julie Weitzel, Lafayette High School, Spanish I and II
• Denise Pahl, Eureka High School, Spanish III and IV
• Kim Lackey, Eureka High School, Spanish III and IV
Unit Planning
What will be the focus?
What will be assessed?
How will it be
assessed? Which
standards will be
addressed?
How will culture be
interwoven?
What resources do
we need? (Beyond the textbook…)
How can we design a scoring guide that is...
• standards based,• uses a 50-100 scale,• gives meaningful feedback to teachers,
students, and parents• uses standards-based indicators (advanced,
proficient, developing, minimal), and• uses a logical/mathematically-sound
conversion to percentages that is student, parent, and gradebook friendly?
Can confidently
move forwardUsually AlwaysSometimes
/ RarelyRarely / Never
Common Vocabulary used on Scoring Guides
Best Practices for using Scoring Guides
• Limit criteria to essential skills only.
• Share the scoring guides with students in advance!
• Formative work is key.
• Students can practice using the scoring guide on a sample assessment.
• Students can choose essential criteria.
• Grade while it still matters.
• Feedback immediately communicates students’ strengths and weaknesses.
This same format for a scoring guide can be applied to...
• Presentational Speaking Assessments• Reading and Listening Assessments• Interpersonal Speaking and Writing
Assessments• Vocabulary Assessments• Grammar Assessments• Cultural Competence Assessments• Pronunciation Assessments• and more!
What do I need to know (technically speaking) to create this type of
scoring guide?
Figure how many boxes you need. If it’s a lot, using landscape orientation can help fit it all in.
Formula for percentages:
· (# of boxes – 1) = X
· 50 ÷ X = Y
· Subtract Y from 100 and each result to get the percentages. Round off to nearest 10th.
What do I need to know (technically speaking) to create this type of
scoring guide?• Decide what criteria you will focus on
(content, organization, vocabulary use, comprehensibility, etc).
• Decide if you want to weight each criteria the same (1, 2, 3, 4? 1, 2, 3? 2, 4, 6, 8?)
• Count up the total number of points for the lowest possible score. Count up the total number of points for the highest possible score.
What do I need to know (technically speaking) to create this type of
scoring guide?
Adding performance levels
When deciding the cut off for Advanced, Proficient, Developing, and Minimal, you may want to consider what a student needs to get to have each total raw score. For example, if a student has 2 “Proficient” scores and 1 “Advanced” score, their overall score would be
“Proficient.” 3 4 5 6 7 8 9 10 11 12
50% 55.5% 61.1% 66.7% 72.2% 77.8% 83.3% 88.9% 94.4% 100%
Minimal Developing Proficient Advanced
What do I need to know (technically speaking) to create this type of
scoring guide?
• Microsoft Word - Tables!• Distribute Columns - the Equalizer• Split and Merge Cells• Basic Counting• How to follow a formula (or cut and paste)
Let’s create a template!A five criteria scoring guide tends to be common for presentational writing or speaking assessments.
How we set up our Online Gradebook
Our Infinite Campus Categories:25% Linguistic and Cultural Competence 25% Presentational Communication25% Interpretive Communication25% Interpersonal Communication0% - Inactive category/assignments for Formative Work (Homework, Participation, Practice Quizzes)
How we set up our Online Gradebook
25% Linguistic and Cultural Competence • Vocab Quizzes• Grammar Quizzes• Cultural Competency Evaluations• Pronunciation Assessments• Lifelong Learning Projects
How we set up our Online Gradebook
25% Presentational Communication • Writing
– Essays / Paragraphs responding to a prompt– Integrated vocabulary and grammar quizzes (split
the grade, part for Linguistic Competence, part for Presentational Communication)
• Speaking– Small group presentations – Whole class presentations– Video narration – Voicemails - speaking for an audience of one
How we set up our Online Gradebook
25% Interpretive Communication • Listening / Viewing• Reading
Questions - Reflect Common Core State Standards and AP Language and Culture expectations
How we set up our Online Gradebook
25% Interpersonal Communication • Speaking
– Small group (3-5 students)– Speaking in pairs / with teacher– Lots of formative work!– Prompts = Conversation Starters
• Writing– Google Docs, Today’s Meet– Simulate an online chat / texting situation– Letter writing / responding to correspondence
Examples of assessments in the context of units from levels II, III, and IV
• Mi casa es su casa unit – Spanish III• Mitos y leyendas unit – Spanish II• El cine español unit – Spanish IV
Vocabulary Comprehension
Scoring Guide
● Matching● Reading (Fill-in-the-blank with a word bank)● Reading (Multiple Choice)● Reading (circumlocution - matching)● Listening (identify the words that you hear)● Listening (associate phrase with image and
put them in order)
Other formats we frequently use to assess vocab comprehension
Vocabulary Production
Vocabulary Production
Scoring Guide
Scoring Guide - Long version
Interpersonal Writing• Prompt: ¿Dónde vives? ¿Cómo es tu
hogar?• Ideal = Students work in pairs• Google Docs - One student creates a
Document using Google Docs and shares it with their partner.
• Google Docs allows students to work collaboratively on the same document and to see the changes their partner makes.
• Use Bold and Italics to show who is “talking.”
Scoring Guide
Presentational Speaking - video
Scoring Guide
Interpretive Viewing
Students will watch 4 shorts videos. These have been downloaded form YouTube.
Interpretive Viewing: Source, Purpose, and Intended Audience
Interpretive Viewing: Supporting Details
Interpretive Viewing: Vocabulary in Context
Interpretive Viewing: Scoring Guide
Grammar Assessment
Grammar Scoring Guide
● Knowledge, Application, Communication ● Verb conjugations - Choose & Change
(give score for vocab and grammar).● Separate scores between choice,
agreement, syntax/placement
Other formats we frequently use to assess knowledge of grammar concepts
Interpretive Reading
Interpretive reading: Supporting Details
Interpretive ReadingSupporting Details
Interpretive Reading:Grammar interpretation
Interpretive Reading:Meaning from context
Interpretive Reading:Main idea
Interpretive Reading:Scoring Guide
Presentational WritingEscribe “La leyenda del nopal” en tus propias palabras. Usa el pretérito y el imperfecto para narrar en el pasado.
Presentational Writing
El cine español - Spanish IV
Interpersonal Speaking
• Must have lots of formative practice (daily conversations about high interest topics)
• Small group conversations, “Speed dating” activity, one-on-one conversations with teacher
• Work to find solutions to classroom management challenges
• Goal - conversations with native speakers!
Interpersonal Speaking
Interpersonal Speaking Scoring Guide
Pronunciation Assessment
Pronunciation Scoring Guide
Lifelong Learning Project
Lifelong Learning Project
What about final exams?
• Final Exams should reflect the same scoring categories that students have been assessed on all semester.– Interpretive, – presentational, and – interpersonal communication – + cultural and linguistic competence
Key Points• Let the World-Readiness Standards for
Learning Languages guide everything that you do with your students!
• Choose to include assessments of what students know and are able to do in the language in your gradebook.
• Make unit planning a priority and choose real-world scenarios with logical assessments.
• Work together and develop your skills and resources over time.
What will be your take-away from this afternoon? Who will you share this with?
• Unit Planning and the World-Readiness Standards for Learning Languages
• Scoring Guides - standards based, proficiency indicators, 50-100 scale, conversion to gradebook-friendly percentages, meaningful feedback.
• Specific Units (Mi casa es su casa, Una leyenda mexicana, El cine español)
• Specific Assessment Types (Vocabulary comprehension/production, Interpersonal Writing, Presentational Speaking, Interpretive Listening/Viewing, Grammar, Interpretive Reading, Presentational Writing, Interpersonal Speaking, Pronunciation, Cultural Knowledge, Final Exam)
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