Developing and Assessing Students’ Language …...After listening to a radio traffic report: 1. Look at a map to identify an alternate route given the traffic problems you heard

1

Developing and Assessing Students’ Language Performance

Paul Sandrock

American Council on the Teaching

of Foreign Languages

2

Outline:

Focusing Standards-Based Instruction:

Using the lens of performance assessment

Building Repertoire: Assessing performance

in each mode of communication

Designing Backwards: Performance

assessments driving standards-based units

Three Modes of Communication

Interpersonal Interpretive Presentational

Negotiation of

meaning

Listening and

Speaking

Reading and

Writing

3



Negotiation of

meaning

Listening and

Speaking

Reading and

Writing

Interpretation

Listening

Reading

Viewing

4



Negotiation of

meaning

Listening and

Speaking

Reading and

Writing

Interpretation

Listening

Reading

Viewing

Creation

Speaking

Writing

Visually

Representing

5

Standards-based learning

Products

Practices

Perspectives

Reinforce Information

Acquire Information

Nature of Language

Concept of Culture

Beyond School

Lifelong Learning

Interpretive

Presentational

Interpersonal

3/19/2013 6 Clementi/Sandrock

7

8

Starting with the End Goals in Mind

1. Lead with culture (motivation)

2. Identify the performance assessment (What

success looks like)

3. Create meaningful tasks - practice

activities (planning to “get there”)

4. Determine tools needed for success

(language elements: functions, grammar,

vocabulary; content)

9

Helena Curtain advises that our

thematic focus for teaching be:

- Cognitively engaging

- Intrinsically interesting

- Culturally connected

Add:

- Communicatively purposeful

10

Reaching the Language Goals:

Summative Assessments

World Language Assessment: Get in the Mode!

(www.ecb.org/worldlanguageassessment)

Terry Newmann-Hayes Arrowhead High School, Hartland, WI

• How many ways does Terry have her students

demonstrate their growing proficiency?

Interpersonal – Interpretive – Presentational

• What contributes to the students’ motivation to be actively engaged?

10

11

Balanced Assessment

Learning Checks • Did students learn what was taught?

Formative Assessment • Can students apply or manipulate what they have

learned?

Summative Assessment

What have students acquired?

Designated point in time (end of unit, year)

Gauge if students reached a benchmark

Why do we assess our students?

Learning Checks Formative

Assessment

Summative

Assessment

• Decide if I need to

reteach something

• Check: did students

“get it?”

• Check how students

are doing: can I move

on?

• Help me plan

instruction

• Can students use

what was taught?

• Monitor students’

progress and adjust

instruction accordingly

• Assessment for

learning

• Did we reach our

goals?

• Show students their

improvement

• Assessment of

learning (so students

know where they are

and what they need

next)

• Inform teacher of the

next “level”

• Motivate students 12

13

Formative Assessment

Inside the Black Box: Raising Standards Through Classroom Assessment

Paul Black and Dylan Wiliam http://www.setda.org/toolkit/nlitoolkit2006/

data/Data_InsideBlackBox.pdf Transformative Assessment James Popham Formative Assessment & Standards-Based Grading Robert Marzano

14

Outline:

Focusing Standards-Based Instruction:

Using the lens of performance assessment

Building Repertoire: Assessing performance

in each mode of communication

Designing Backwards: Performance

assessments driving standards-based units

15

Building Repertoire

• Assessing the interpretive mode

• Assessing the interpersonal mode

• Assessing the presentational mode

Traditional Reading and Listening

Comprehension Activities

16

1.Text prepared for non-native speaker

students

2.Glossed reading (unknown vocabulary on

the side)

3.Teach numerous new vocabulary words prior

to reading or listening

4.Create questions to see if students picked

up the details (vocabulary check as much as

a comprehension check)

1. The interpretation of meaning, including cultural.

2. The source is something heard, read, or viewed.

3. No opportunity to interact with the writer, speaker,

or producer.

4. The task is to try to understand the gist and as many

layers of details as possible

17

Interpretive Communication

Students understand and interpret written and

spoken language on a variety of topics.

Assessing Interpretive Mode:

Start with the end in mind:

18

What do you do after you:

1.Read the newspaper

2.Look for information on a website

3.Listen to a radio traffic report

4.View a PowerPoint presentation

5.Hear someone telling a story

6.Watch a movie or TV program

How will you demonstrate what you

understood?

19

After reading a newspaper or magazine: 1. Make a comment to a friend about what you

discovered (Did you know that … ?) 2. Identify the new information, adding to what

you learned in the previous day’s news 3. Send someone a message about what you

learned


understood?

20

After looking for information on a website: 1. Skim web sites and travel reviews and make

a list of recommendations 2. List the best flight options given specific

parameters 3. Make your hotel reservation online


understood?

21

After listening to a radio traffic report: 1. Look at a map to identify an alternate route

given the traffic problems you heard 2. Call a friend and report on what streets to

avoid 3. Decide when you need to leave in order to

arrive on time


understood?

22

Watching a movie or TV program OR hearing someone tell a story:

1. Think about what is going to happen next

2. Ask yourself questions about what a character is like

3. Picture the descriptions or places and people

4. Envision the actions taking place

5. Compare what you think you understand with what is developing as your “hypothesis”

6. Tell someone what surprised you the most

7. Tell someone how much you can relate to the story

23

Sample Assessment Strategies:

Interpretive Mode

Want to Know Either Or

1. Where the family is

going to visit

2. How many people

in the family

3. Activities they like

to do

4. Food they like to

eat

__ in the country

__ 3

__ outdoor sports

__ vegetarian

__ in a city

__ 4

__ travel to other

cities

__ foreign foods

After examining a website, identify correct

information given “Either-Or” choices

24


Interpretive Mode

Possible Content (Predicted) Found in

article?

What is the

information?

1. Economic reasons

2. No secondary schools nearby

3. Civil unrest / war

4. Disinterest / boredom

5. Gender issues

6. Family reasons

1.

2.

3.

4.

5.

6.

Why can’t all young people go to school?


Interpretive Mode

Proof For Proof Against

Young people don’t attend

school because of peer

pressure

Parents do not encourage

young people to go to school

Young people don’t have to go

to school to get hired for most

jobs available 25

Fill in graphic organizer to identify key details

Interpretive Mode

Health: Eating Well is a luxury A recent study (*) shows that the poorest people eat poorly and putting

their health at risk. A major problem in our country where one in ten are considered poor. Today, buying a chocolate bar, chips or a can of ravioli cost less money than a kilo of oranges, a piece of cheese or fish or meat. Investigators interviewed 1,164 people in Paris, Marseille, Dijon and Seine-Saint-Denis. All benefit from food aid: they are given food because they have not much money. Of these, only one out of 100 eat enough fruits and vegetables to get enough vitamins and fiber. And fewer than one in 10 eat enough cheese to get enough calcium. For these people, health risks are of concern: obesity, heart problems, cancer, behavioral problems. Given the gravity of the situation, food aid should perhaps provide more fresh produce, like fruits, vegetables, cheese. This is what the authors suggest that the survey noted that the less well-fed do not buy themselves fresh. How could they? Half of them spend less than 5 euros per day for food.(*) Study Abena, 2004/2005

ACTFL - Laura Terrill

Translated using google translate

Interpretive Mode

1. Rich people do not eat as well as poor people. 2. 10% of the population of France is considered to be poor. 3. Poor people eat too many French fries. 4. Healthy foods are more expensive than unhealthy foods. 5. Only those who lived in Paris were interviewed. 6. Poor people do not eat enough fruit. 7. If you eat poorly, you risk being overweight. 8. A lot of poor people do not spend enough on food. 9. Rich people always buy fresh products. 10. Poor eating habits can cause behavior problems.


Indicate whether the statement is true, false or not stated. If true

or false, indicate where the information can be found in the article.

Word Splash: Create Summary

28

Long summers hiking trails

high cost of admission

young people biking

shopping malls family time

reduced amount of vacation time

amusement parks no jobs


1. What meal is being described in both ads?

2. Find the words for:

• cold milk

• dried fruit

• a glass of milk

• coffee with milk

• plain yogurt

3. What do both Americans and French eat? Name at least 3 items.

4. Which menu do you prefer? Why?

30

Developing Tasks and Feedback:

Interpretive Tasks

Performance Task

(How)

Performance

Expectations (How Well)

• Students will read (view, skim a

website … )

• After hearing … , fill out / check

off …

• From what you read (heard,

viewed), fill out Venn diagram

comparing …

• Provide a summary of …

• Based on the reading, is it

logical or not to infer … , cite

evidence …

• Able to identify the “gist”

• Able to identify the main

supporting details

• Able to guess meaning from

context

• Able to make inferences

31

Building Repertoire




32

Interpersonal Communication Is NOT IS

One-way communication Two-way exchange

Memorized (dialogues) Spontaneous (and unpredictable)

Only asking (all) the questions

Helping each other

Strict turn taking Following-up and reacting; maintaining the conversation

Ignoring your partner; waiting to say something

Indicating interest: interactive body language; eye contact

Overly concerned about accuracy

Focusing on the message

Giving up when you don’t understand

If communication fails/falters, asking for clarification

1. The active negotiation of meaning among

individuals.

2. Participants observe and monitor one another to

see how their intentions and meanings are being

communicated.

3. Adjustments and clarifications can be made

accordingly.

4. Participants need to initiate, maintain, and sustain

the conversation

33

Interpersonal Communication

Students engage in conversation, provide and

obtain information, express feelings and

emotions, and exchange opinions.

34

How can we assess interpersonal mode?

Discuss with a partner the places in classmates’

commercials, explaining which you want to visit and why

Learning

Checks

Formative

Assessments

Summative

Assessments

1. Information Gap Pair

Activity: controlled

tasks (Map or Clock

partners)

2. Keep conversation

going for 2 minutes

3. Find someone who

… (follow-up ??s)

Create spontaneous conversation

partners

35

Santiago de

Compostela

Barcelona

Granada

Burgos

Valencia

Cadiz

Alicante

Zaragoza

Toledo

Find Someone Who …

Island

Farm

Another State

Disney World

Mountains

Ocean

Desert

Another Country

Big City

36

37




Learning

Checks

Formative

Assessments

Summative

Assessments



tasks (Map or Clock

partners)


going for 2 minutes

3. Find someone who

… (follow-up ??s)

1. Questions in an

envelope (want to use

the fewest out of the

envelope)

2. Identify how much you

and partner have in

common on topic

3. Share information from

Internet sources,

summarize, prepare to

present

Questions in an Envelope

On individual slips of paper – examples of follow-up questions appropriate to the thematic focus: Focus: Places to Visit in the Region • What is interesting to see? • When is a good season to visit there? • Are there many things for young people? • In bad weather, what can I do for fun? • Describe any special foods of the region • What do you like the most about the region? • Everyone in our class will enjoy the region, right? • What will our teacher say to visit or do there?

38

Interpersonal: Graphic Organizer

Main

Idea

Supporting Detail

Supporting Detail

Supporting Detail

39

40




Learning

Checks

Formative

Assessments

Summative

Assessments



tasks (Map or Clock

partners)


going for 2 minutes

3. Find someone who

… (follow-up ??s)

1. Questions in an

envelope (want to use

the fewest out of the

envelope)

2. Identify how much you

and partner have in

common on topic

3. Share information from

Internet sources,

summarize, prepare to

present

1. Discuss with your

partner how a visit

to the destination

you have chosen

will bring some

benefit to you

2. Identify ways that

you and your

partner could

provide service on

a trip to address a

global issue

Talk Scores (Shrum & Glisan)

Target

language

Accurate Listens Kind

Student 1

+ + + +

Student 2

√ - + +

3/19/2013 41 Clementi/Sandrock

42

Feedback: Sample Checklist Task: Novice Level – Interpersonal: For your trip, come to agreement on the day’s schedule.

Performance Criteria:

I can do this

on my own

I can do this

with some

help

I cannot

do this

I can use numbers

I can use words for activities

I can use words for locations

I can use expressions to show that I

agree or disagree with what my

partner says

I can ask some questions

I can say how many times, how often,

how frequently I do various things

I can provide some description

43

Feedback: Sample Checklist Task: Pre-Advanced Level – Interpersonal: For your trip, decide how travel benefits your future.

Performance Criteria:

Achieves the

target and

more

(Consistently)

Achieves

the target

(Frequently)

Achieves

the target

(Minimally)

Falls short

of the

target

1. Questions-variety of

topics and interests

2. Questions lead to

in-depth exploration

(follow-up questions)

3. Careful listening;

appropriate reactions

44

Scored Discussion Move from: 1 – 3 – 5 Move to:

Asks random

questions

Follows up with logical

questions

Only answers the

question asked

Contributes additional

information

Responds, but rarely

initiates

Contributes personal

insights to enhance

discussion and draw in

others

Comments are not

relevant

Stays on topic

45


Interpersonal Tasks HOW:

Performance Task

HOW WELL: Performance

Expectations

• Students will find out what they

have in common

• Students will try to get as much

information as possible

• Students will share as much

information as possible

• Students will come to consensus

on …

• Able to express preferences

• Asks for clarification (various

strategies)

• Maintains the conversation by …

Creating Effective Tasks to Elicit

Stronger Interpersonal Performance

46

• Create a performance task in which students have

to engage in a spontaneous conversation

• Make sure students have to “negotiate” with each

other, not just report or tell

• Consider the level you are targeting (Build on your

students’ strengths in communicating)

• Have students engage in a task that will push their

language performance toward the next higher level

47

Building Repertoire




What is presentational communication?

48

49

Presentational Communication

Is NOT Is

Negotiated communication One-way communication (higher expectation for accuracy)

Random Practice, rehearsed, edited, polished (or on demand)

Unplanned Organized (Content and flow)

Reliance on circumlocution (May be) Improved with dictionary and spell-check tools

Talking or writing only for the teacher

An awareness of audience (formal/informal; cultural context)

Maintaining attention of intended audience

50

How can we assess the presentational mode? Create a commercial and a flyer to showcase the

region you have selected

Learning

Checks

Formative

Assessments

Summative

Assessment

1. Write brief descrip-

tions of illustrations on

a single topic (prep for

creating brochure)

2. Finish the sentence:

reasons to do each of

various activities on

trip

3. Ticket to Leave: List 5

activities you would

do on a vacation

51

_____________

_____________ _____________

_____________

_____________

_____________

_____________

_____________ ________________

52

Learning Check: Presentational Mode

Finish the Sentence:

1. You should visit the ____ museum because …

2. You should eat at the ___ restaurant in order

to …

3. You should go to ___ to see …

4. You should climb ___ because …

5. You should travel to ___ for …

6. You should shop at ___ so that …

53



Learning

Checks

Formative

Assessments

Summative

Assessment

1. Write brief descrip-

tions of illustrations on

a single topic (prep for

creating brochure)




trip


activities you would

do on a vacation

1. Tell story back from

the illustrations as a

summary

2. Graded rough draft

(giving feedback on

organization)

3. Send a postcard back

to host family,

explaining what you

enjoyed most

54



Learning Checks Formative

Assessments

Summative

Assessment

1. Write brief descriptions

of illustrations on a

single topic (prep for

creating brochure)




trip


activities you would do

on a vacation

1. Tell story back from

the illustrations as

a summary

2. Graded rough draft

(giving feedback on

organization)

3. Send a postcard

back to host family,

explaining what you

enjoyed most

1. Commercial: memorized

dialogue, skit, or play

2 Create a PowerPoint to

convince the class to

agree to the itinerary you

designed

3. Design a series of five

magazine advertisements,

each showcasing a

different reason to visit the

region

55


Presentational Tasks HOW:

Performance Task

HOW WELL: Performance

Expectations

• Students will describe …

• Students will show their Venn

diagram comparing an element of

their culture with the target culture

and write out at least 5 sentences

making the comparisons

• Students in pairs will demonstrate

how to …

• Students will orally present their

points in support of a position, to

help their group create a

PowerPoint presentation

• Visuals support the commentary

• Organizes the “argument”

• Spelling and grammatical errors

have been checked and

corrected …

• Maintains attention of audience

by …

56

Designing Backwards

• Putting it all together: one unit of instruction

• Reflection: Impact on classroom instruction

57

Backward Design:

Starting with the End Goals in Mind

• Thematic Focus (Essential Question) • Summative Assessment for each mode of

communication (Interpretive, Presentational, Interpersonal)

• Toolbox: what is needed to be successful Functions, Structures, Vocabulary

• Design Key Learning Activities Mode – Activity – Purpose – In-Class/Home

Standards-Based Integrated Performance Unit

Language and Level French – Novice Mid Novice High

Theme Contemporary Life : A Balanced Lifestyle

Important/Essential

Question(s)

How balanced is your lifestyle? What do you do

to be healthy?

Goals

What should students

know and be able to do

by the end of the unit?

Students will be able to compare lifestyles of

their family members with those of families in

(Epernay) in terms of balance.

Students will be able to make

recommendations for ways to create or

maintain balanced lifestyles.

Students will explore health and wellness

websites to identify elements of a healthy

lifestyle.

Students will create a presentation for the

(community) highlighting ways to promote

balance of life. 58

Standards-Based Integrated Performance Unit

3/19/2013 clementi/sandrock ACTFL November 2012 59

INTERPRETIVE TASK(S)

Students will read a blog written by a teenager where he

discusses his activities. They will demonstrate comprehension

by answering questions about main ideas in English and will

complete a graphic organizer based on information found in the

text.

PRESENTATIONAL TASK INTERPERSONAL TASK

Students will create a

presentation for the community

highlighting ways to promote a

balanced lifestyle. They might

participate in a wellness fair or

create a virtual wellness fair

online.

In pairs or small groups,

students share what they have

learned about their lifestyle and

their family’s lifestyle in terms of

balance.

Tool Box Language Functions Structures / Patterns Vocabulary Development

Compare lifestyle routines plus que, moins que, aussi que

Une bonne hygiène de vie Un régime équilibré La détente Faire de l’exercice Se détendre/se dépêcher Être détendu/être stressé Souvent/rarement De temps en temps Normalement (x) fois par jour/semaine/mois

Describe your daily schedule

(le) lundi…

Ask and answer questions about daily routines

interrogative pronouns and adjectives

Express frequency saying when and how often you do certain things

adverbs

Express needs saying what you need to do to be healthy

Il faut / Il me faut

Express opinions about daily activities, schedules

Il estimportant de, Il est bon de

Make suggestions about ways to be healthy

Tu devrais / Vous devriez Il te/vous faut

60

Revise your assessments

61

Make suggestions to improve the evidence of

the mode captured in the performance

• Is it a real-world (authentic) task?

• Is it true to the characteristics of the mode

(the purpose behind the communication)?

• Do students need to use communication

strategies (or is it just evaluating use of

vocabulary and grammar)?

62

Motivating Student Learning

• Focus learning and teaching through assessment

• Engage students through a meaningful thematic focus for learning

63

Thank You

[email protected]

Developing and Assessing

Students’ Language Performance

Documents

Developing and Assessing Students’ Language …...After listening to a radio traffic report: 1. Look at a map to identify an alternate route given the traffic problems you heard