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BEST PRACTICES FOR ASSESSMENT IN THE WORLD LANGUAGE
CLASSROOM
CREC – New Teacher Academy
Presented by Carolina Gieczewski
August 24, 2011
WHERE TO START? ORGANIZE YOUR CLASS
WHY?
Decide what you will teach = curriculum/UBD
Decide how you will teach = lesson plan and
activities
Decide how you will grade = grading system
Decide what environment you need to teach =
classroom management
What you will teach =
curriculum/UBD
1. WHAT TO TEACH: UNDERSTANDING BY DESIGN
PLAN LEARNING ACTIVITIES- What do the students need to be able to reach the goals?- Plan activities tied to objectives and reflective of assessments.- Fluff
DETERMINE ASSESSMENTS- How will the student show me what they can do?- Combination of quizzes, tests, performance tasks, projects.
IDENTIFY GOALS (based on standards)- What do I want the students to be able to do? - Why?- Enduring understanding / Essential questions / Knowledge and skill
STATE STANDARDS: THE FRAMEWORKS
DOMAINS CONTENT STANDARDSCOMMUNICATIONHow do I use another language to communicate with others? (Interpersonal Mode) How do I understand what others are trying to communicate in another language? (Interpretive Mode)
How do I present information, concepts and ideas in another language in a way that is understood? (Presentational Mode)
CONTENT STANDARD 1: Communication (Interpersonal Mode)How do I use another language to communicate with others? CONTENT STANDARD 2: Communication (Interpretive Mode)How do I understand what others are trying to communicate in another language?
CONTENT STANDARD 3: Communication (Presentational
Mode)How do I present information, concepts and ideas in
another language in a way that is understood?
CULTURESHow do I use my understanding of culture to communicate and function appropriately in another culture?
CONTENT STANDARD 4: CulturesHow do I use my understanding of culture to communicate and function appropriately in another culture?
CONNECTIONS How do I use my understanding of another language and culture to reinforce and expand my knowledge of other disciplines and vice versa? (Interdisciplinary Mode)
How do I use my understanding of another language and culture to broaden and deepen my understanding of that language and culture and access and use information that would otherwise be unavailable to me? (Intradisciplinary Mode)
CONTENT STANDARD 5: Connections (Interdisciplinary Mode)How do I use my understanding of another language and culture to reinforce and expand my knowledge of other disciplines, and vice versa? CONTENT STANDARD 6: Connections (Intradisciplinary Mode)How do I use my understanding of another language and culture to broaden and deepen my understanding of that language and culture and access and use information that would otherwise be unavailable to me?
COMPARISONS AMONG LANGUAGESHow do I demonstrate an understanding of the similarities, differences and interactions across languages?
CONTENT STANDARD 7: Comparisons Among LanguagesHow do I demonstrate an understanding of the similarities, differences and interactions across languages?
COMPARISONS AMONG CULTURESHow do I demonstrate an understanding of the similarities, differences and interactions across cultures?
CONTENT STANDARD 8: Comparisons Among CulturesHow do I demonstrate an understanding of the similarities, differences and interactions across cultures?
COMMUNITIESHow do I use my knowledge of language and culture to enrich my life and broaden my opportunities?
CONTENT STANDARD 9: CommunitiesHow do I use my knowledge of language and culture to enrich my life and broaden my opportunities?
1A. IDENTIFY GOALS
District curriculum (informed by state standards)
No curriculum? State standards Enduring understanding > big picture, beyond language Essential questions > specific to the context of the unit Knowledge > content specific (grammar, vocabulary,
culture) Skill > application of knowledge Why?
1B. DETERMINE ASSESSMENTS
Following goals, create an assessment. Opportunity to show off No surprises Varied Examples
How to write a quiz / test
How to write Performance Tasks and Projects
Rubrics Rubistar Languages and Children
G – goal – task, goal problem, challenge, obstacles to overcome
R – role – what position do you want the student to take? (Role playing)
A – audience – appropriate target audience – who will benefit from this presentation?
S – situation – what conditions does the student need to be aware of?
P – product/performance and purpose – what will the student create?
S – standards and criteria for success – who will judge the work? What is the rubric?
1C. PLAN PURPOSEFUL LEARNING ACTIVITIES
FROM THE TEACHING COMMUNITY WITH LOVE
SAMPLE ASSESSMENTS
INTERPERSONAL COMMUNICATION: SPEAKING AND WRITING: “RAINBOW WALK”
Summative assessment activities and rubricsRainbow Walk: walk on coloured paper and name them with target languagePeer Interviewing: what is your favourite colour? Character Writing: write character with correct stroke sequence
The following criteria will show students what will be expected of them:
A: Speaking and listening - message & interaction ( /8) Ideas are organized well, and are clearly articulated. Students are able to understand and answer questions asked. The content is accurate. Students are able to use patterns and grammar structures learned in class to communicate information clearly.
B: Speaking – language ( /8)Students pronounce words correctly with proper tones. Statements and answers to questions are grammatically correct.
D: Writing – language ( /8)The content is grammatically correct. Chinese characters are written properly and correctly. Students are able to use patterns and grammar structures learned in class to communicate information clearly.
Criteria A and B 1-2 3-4 5-6 7-8
Speaking – language and interaction
(Pitches and tones are pronounced correctly and able to provide correct answers when questions are asked.)
It is hard to understand you because of poor tones and pitches, too many mistakes. Only very simple colours can be pronounced. You are barely able to utter the answers when questions are asked.
You have several mistakes with tones and pitches that make it hard to understand you. You are able to utter basic colours, a limited range of colours are used. A few mistakes make it hard to interact when questions are asked.
Your tones and pitches are pronounced correctly with a few mistakes but they do not interfere with interaction. A range of colors are pronounced with a some variety. You are able to interact when questions are asked.
Your tones and pitches have few mistakes and those do not interfere with the interaction. A range of colours are pronounced with a all the variety. You are able to utter all the colours accurately when questions are asked.
Criterion D 1-2 3-4 5-6 7-8
Writing – language (Use your previous knowledge of stroke orders to write Chinese characters. Create your own coloured words and phrases using Double Bubble sheets.)
The writing of Chinese characters with correct stroke order is poor with too many mistakes. The range of coloured word and phrases is very limited and repetitive and lack of creativity.
The writing of Chinese characters with correct stroke order is adequate enough but with a few crucial mistakes. The range of coloured word and phrases is limited but has some variations and some creativity.
The writing of Chinese characters with correct stroke order is accuate with a few mistakes but not crucial. The range of colored word and phrases is varied and has a great deal of creativity.
The writing of Chinese characters with correct stroke order is perfect with no mistakes. The range of coloured word and phrases is vast and wide with a great deal of imagination and creativity.
PRESENTATIONAL MODE: “THE 19TH CENTURY” Topic Points Points Points Points Points Points
Introduction to the topic – does it truly set the stage for the lesson.
10
Setting the scene in history – does the lesson provide a background context in which to understand the lesson.
10
Presenting the material – you provide thorough and accurate information on your topic.
20
Activities – you provide the class with the opportunity to practice and internalize the information.
15
Assessment – you provide the class with the opportunity to show that they have mastered the information.
15
French – you present your lesson entirely in French that is understandable and reasonably accurate; using tenses and moods appropriately.
20
Engagement – your lesson in interesting and holds the class’s attention.
10
PRESENTATIONAL MODE: “MY SCHEDULE” Spanish II: Proyecto: Mi horario
Parte 1: El horario
Make a chart that shows your 5 day schedule. Be sure to include:
class name; teacher; decoration applicable to class; rules for each class; times; lunch; extra curricular activities.
It is OK to make up a schedule not true to your own.
Parte 2: El ensayo
Write an essay about your schedule. Be sure to include:
The information presented in the schedule, but in complete sentences; Your opinion of the class; Supplies you need for the class.
Parte 3: Peer edit
Ask another student to proof read your schedule. Pay particular attention to verb and adjective agreement. Re-write final draft.
Parte 4: Presentation
You will present your schedule to the class, using your schedule as a visual aid.
Criterion A - Oral Communication: Message and Interaction Achievement level
Level descriptor
0
The student does not reach a standard described by any of the descriptors given below.
1–2
The student’s communication of information is incoherent; ideas are generally irrelevant and/or repetitive; opinions are unsupported.The student has difficulty in responding, even in familiar situations.The student often needs prompting to encourage a response; conversation/dialogue does not flow.
3–4
The student has some difficulty in communicating information; ideas are sometimes irrelevant and/or repetitive; some opinions are supported.The student shows understanding through responding correctly in familiar situations.The student needs occasional prompting to encourage a response, and this contributes to some lapses in the flow of conversation.
5–6
The student communicates information clearly, though there is some difficulty with more‑complex ideas. The student’s ideas are relevant but not always developed; opinions are usually justified.The student shows understanding through responding correctly in familiar and some spontaneous situations.The student can maintain the flow of conversation, and may show some active and/or spontaneous engagement. The student needs occasional prompting but this does not disturb the flow of conversation.
7–8
The student communicates information clearly and effectively; both simple and complex ideas are relevant and developed; opinions are justified.The student shows understanding through responding correctly in familiar and spontaneous situations.The student contributes to the coherent flow of conversation; and is actively and spontaneously engaged. Any prompting is natural and does not disturb the flow
Criterion B - Oral Communication: LanguageAchievement level
Level descriptor
0
The student does not reach a standard described by any of the descriptors given below.
1–2
The student’s pronunciation and/or intonation are inaccurate and consistently interfere with comprehensibility.The student’s range of vocabulary and structures is limited and/or is used inappropriately or incorrectly. Errors interfere frequently.
3–4
The student’s pronunciation and/or intonation have mistakes that sometimes interfere with comprehensibility.The student uses a basic range of vocabulary and structures, with occasional mistakes. Errors sometimes interfere.
5–6
The student’s pronunciation and/or intonation have occasional mistakes but these rarely interfere with comprehensibility.The student uses a range of vocabulary and structures appropriately; and attempts to use idiom and register appropriate to the context. Errors rarely interfere.
7–8
The student’s pronunciation and/or intonation have occasional mistakes, but these do not interfere with comprehensibility.The student uses a wide range of vocabulary and varied structures appropriately, including idiom and register appropriate to context. Errors do not interfere.
INTERPERSONAL COMMUNICATION: ORAL
Oral Interpersonal Exchange Rubric-
Field Trip Activity-Parrilla y Sabores Restaurant
Nombre______________________________Apellido_______________________________Fecha__________________
The purpose of this activity is to give you an opportunity to practice the Spanish that you have learned so far. Please make sure that you interact with the waiters/waitresses in Spanish while you are at the restaurant. It is expected that you order your food, beverages, utensils, ask for the bathroom (¿dónde esta el baño?) make comments about the food, express gratitude for the service (say gracias, por favor, etc).
The interaction with the waiter/waitresses while you are at the restaurant will be very important because he/she will give you feedback of your interaction by using this rubric. Please give this rubric to him/her, make sure that he/she signs it, and give it back to me. This feedback will count as an oral performance for the Spanish class.
Exceeds -Excelente Meets-Aceptable Approaching -Intentó
Comunicación Inició la conversación y se mantuvo sobre el tópico. Fue capáz de ordenar su comida, bevidas, y cubiertos (silverwear). Usó información apropiada para mantener la conversación
Inició la conversación con alguna dificultad,pero fue capáz de sostener la conversación. Respondió a preguntas simples
Inició la conversación con mucha dificultad, pero respondió algunas preguntas. Necesitó ayuda para ordenar
Comprensión
Se hizo entender con facilidad y entendió la conversación todo el tiempo
Se expresó con poca dificultad. Tuvo pequeños errors que se pudieron corregir con frecuente repetición para poder ser entendido.
La comunicación tuvo errores que algunas veces interfieron con la comunicación
Vocabulario
Usó oraciones simples en el tiempo presente, y usó palabras adecuadas para mantener la conversación
Usó vocabulario no muy adecuado, que algunas veces interfirió con la comunicación
Vocabulario muy limitado que interfirió con la comunicación constantemente
Evaluador (Feedback from waiter/waitress)_____________________________________________________________________
INTERPERSONAL COMMUNICATION: ORAL
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INTERPERSONAL COMMUNICATION: WRITING“L
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Position Essay RUBRIC
4 3 2 1
Thesis Statement and Reasons
Developed a strong thesis, both strongly and thoroughly supported throughout the paper by at least three well developed, specific and relevant reasons from a variety of sources.
Developed a thesis, mostly supported throughout the paper by at least three well developed reasons from a variety of sources.
Developed a thesis, somewhat supported throughout the paper. ' Reasons are repetitive
Thesis Statement needs to be developed further or is not included in the paper. The thesis is minimally supported in the paper or a clear position is not present. Ideas can be difficult to understand
Depth and Variety of Evidence
Position is supported in depth with a variety of sources including specific examples from classmates' presentations. Information is relevant and supports the writer’s ideas.
Position is supported in depth with a variety of sources. Information is relevant and supports the writer’s ideas.
Position needs to be supported with more valid and accurate information. Some of the information may not be relevant, valid and/or does not support the thesis.
Position is not supported by information.
Past tenses The paragraph employs past tenses and there are 4 or fewer errors in the use and/or conjugation.
The paragraph employs past tenses and there are 5-7 errors in the use and/or conjugation.
The paragraph employs past tenses and there are 8-10 or fewer errors in the use and/or conjugation.
The paragraph employs past tenses and there are 11 or more errors in the use and/or conjugation.
Present tenses The paragraph employs present tenses and there are 4 or fewer errors in the use and/or conjugation.
The paragraph employs present tenses and there are 5-7 errors in the use and/or conjugation.
The paragraph employs present tenses and there are 8-10 or fewer errors in the use and/or conjugation
The paragraph employs present tenses and there are 11 or more errors in the use and/or conjugation
Grammar: Agreement
Writer makes 4 or fewer errors in agreement.
Writer makes 5 errors in agreement. Writer makes 6 errors in agreement. Writer makes more than 6 errors in agreement.
Grammar: Clarity All sentences (≥90%) are clear, can be understood, and word order is correct. All words used are real Spanish words.
Most sentences (75-89%) are clear, can be understood, and word order is correct. All words used are real Spanish words.
Some sentences (60-74%) are clear, can be understood, and word order is correct.
Few sentences (≤59%)are clear, can be understood, and word order is correct.
Use of class time
3Used time well during class. Focused on getting essay done.
2Used time well during class. Mostly focused on getting essay done. Attention called once.
1Used some of the time well during class. There was some focus on getting paragraph done. Attention called twice.
0Did not use time well during class. Did not focus on getting paragraph done. Attention called more than twice.
Estudiante _______________________________ Ensayo _____/24 = ________ % Uso del tiempo _____ /3 = _____ %
CULTURE AND CONNECTIONS
OBJETIVO
Crear un artefacto incaico y presentarlo en la Feria del Inca
1. Rol: eres un artista incaico, puedes tener un colega
2. Situación: exhibición de artefactos en la Feria del Inca
3. Audiencia: estudiantes, actuando como público y artistas
4. Productos:
1. Artefacto incaico (cerámica, joyas, ropa, teatro, música, …)
2. Descripción escrita de tu artefacto (narración, póster, powerpoint, …)
3. Entrevista con una reportera
5. Estándares:
1. Rúbrica para artefactos e información
2. Rúbrica Oral
6. Cuándo:
1. Jueves y viernes: preparación
2. Lunes: feria
FERIA del inca
CATEGORIA 4 3 2 1
Diseño
¡Doble puntaje!
El producto y la información son excepcionalmente atractivos y creativos en cuanto a diseño, organización y prolijidad; la información se entiende a 2 metros de distancia; uso de diferentes materiales; el esfuerzo es evidente: el trabajo fue hecho con orgullo.
El producto y la información son atractivos en cuanto a diseño, organización y prolijidad; la información se entiende a 1 metro de distancia; el esfuerzo es evidente.
El producto y la información son atractivos en cuanto a diseño, organización y prolijidad; la información se entiende a 1/2 metro de distancia.
El producto y la información son pobres o desprolijos; no son atractivos. El trabajo no fue hecho con orgullo.
Información La información incluye todos los elementos de manera completa, relevante y fascinante (no “leimou”):1. ¿Cómo era la civilización Inca antes de
la llegada de los españoles?2. ¿Cómo es la civilización Inca
actualmente?3. Datos interesantes sobre los Incas (5);4. Nombre y tipo del artefacto que creaste; 5. ¿Por qué creaste este artefacto?6. Materiales que usaste;7. Conexión entre tu artefacto y la cultura
incaica.
La información incluye todos los elementos de la columna 4, pero la información no es ni completa ni fascinante (un poco “leimou”).
La información incluye 6-5 de los elementos de la columna 4.
La información incluye menos de 5 de los elementos de la columna 4.
Tiempos del pasado
-Uso y conjugación
La información esta dada usando pretérito e imperfecto (>80% de las oraciones)correctamente (>90%)
La información esta dada usando pretérito e imperfecto (>80%) correctamente en la mayoría de los casos (80-89%)
La información esta dada usando pretérito e imperfecto (>80%) correctamente ocasionalmente (70-79%)
La información esta dada usando pretérito e imperfecto (>80%) correctamente raramente (<69%)
Gramática y ortografía
La información contiene 0-2 errores de ortografía o gramática
La información contiene 3-4 errores de ortografía o gramática
La información no contiene 5-6 errores de ortografía o gramática
La información no contiene más de 6 errores de ortografía o gramática
Uso del tiempo Buen uso del tiempo. Se concentró en completar el trabajo y no molestó a nadie.
Buen uso del tiempo. Mayormente se concentró en completar el trabajo y no molestó a nadie. Recibió un llamado de atención.
Buen uso del tiempo. Ocasionalmente se concentró en completar el trabajo y no molestó a nadie. Recibió dos llamados de atención.
Desperdicio del tiempo. Se concentró mínimamente en completar el trabajo. Molestó a otros estudiantes. Recibió más de dos llamados de atención.
• No tener artefacto o información = 0 puntos
FERIA del INCA ~ RUBRICA PARA ARTEFACTOS E INFORMACIÓN
Estudiante:____________ ______ /24=_______% ESP. III – Sra. Gieczewski
CULTURE AND CONNECTIONS
TPR
Lisa Showers (Grade 7, French)
STANDARDIZED ASSESSMENTS
Criterion Referenced Test (CRT) Design Placement test Reading test SLAP: Spanish Language Assessment Procedures assess
receptive and expressive language skills (E)
Norm Referenced Test (NRT) SAT, ACT Aprenda 3: Spanish test of Reading and Math
Assessment: CT SDE -World Language www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320936
Trace Maps (translates standards into objectives and classroom practices) www.sde.ct.gov/sde/cwp/view.asp?a=2618&Q=320990
Program Development Guide www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320992 World Language Assessment by Education Communications Board (WI):
www.ecb.org/worldlanguageassessment/index.htm. Professional development materials on assessment. Education Resources Information Center: www.eric.ed.gov. Online digital library of education research and information. Languages and Children--Making the Match: New Languages for Young Learners, Grades K-8, by Helena Curtain and
Carol Ann Dahlberg. Strategies and activities to use in the k-8 classroom. A collection of performance tasks and rubrics: Foreign Languages, by Deborah Blaz. Exactly what the title states. Very
useful. Create your own rubrics or use someone else’s at Rubistar: http://rubistar.4teachers.org/ Principles and Practices in Second Language Acquisition, by Stephen D. Krashen,
www.sdkrashen.com/Principles_and_Practice/index.html Center for Applied Linguistics – testing and assessment information and products at www.cal.org/topics/ta/
Spanish www.colby.edu/~bknelson/SLC/ presents grammar in contextual units, excellent activities, technology based, geared for
intermediate to advanced. www.drlemon.com/index.html . Dr Lemon is a college teacher with a great website. Her Grammar notes are divided into
Grammar Basics, Verbs, and Vocabulary, spanning most of what you will need. Practice and self grading included! www.iteachspanish2.com/Spanish_for_Teachers/Bienvenidos.html: a topical list of ideas and activities, geared for
beginner level. www.bbc.co.uk/languages/spanish/ Chockfull of high quality materials for teachers and students: practice activities,
videos, music, readings, listening activities, self-evaluation tools and comprehensive courses. Chinese, French and other languages too
OTHER RESOURCES
