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Measuring Student Progress:
Did They Reach the Target?
Paul Sandrock American Council on the Teaching of Foreign Languages
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Outline:
• Reviewing the three modes of communication
• Balancing assessment
• Identifying the proficiency target
• Developing and assessing interpersonal
communication
• Designing how and how well
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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
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Interpersonal Communication
Students engage in conversation, provide and
obtain information, express feelings and
emotions, and exchange opinions.
1. The interpretation of meaning, including cultural.
2. The source is something heard, read, or viewed.
3. No opportunity to interact with the speaker, writer,
or producer.
4. The task is to try to understand the gist and as many
layers of details as possible
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Interpretive Communication
Students understand and interpret written and
spoken language on a variety of topics.
1. The creation of oral and written messages.
2. The message is something spoken, written, or
visually represented.
3. No opportunity to interact with the listener, reader,
or viewer.
4. The task is to facilitate interpretation and
understanding by the intended audience
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Presentational Communication
Students present information, concepts, and
ideas to an audience of listeners or readers on
a variety of topics.
Three Modes of Communication
Interpersonal Interpretive Presentational
Negotiation of
meaning
Listening and
Speaking
Reading and
Writing
Interpretation
Listening
Reading
Viewing
Creation
Speaking
Writing
Visually
Representing
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Sample Assessments for Each Mode
Interpersonal Interpretive Presentational
Identify what’s in common
Talk about an illustration
Tell main idea or purpose
Identify key ideas actually
in story
Role play
Write letter of introduction
to host family
Meet at a café and talk
about what you did
List key ideas, show
where found
Give supporting details
Use context clues to
predict word meanings
Retell a story
Present a public service
announcement
Come to agreement on
topic with various points
of view
Identify inferences as
logical or illogical
Give short speech
Stage authentic drama
Convince your partner to
adopt your stand
Explain author’s
perspective
Write an essay comparing
and contrasting different
cultural perspectives 8
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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 10
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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
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Interpersonal Assessments:
• What are you currently using/administering?
• Describe in no more than 2 sentences
Think – Pair - Share
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How do you use a variety of
Interpersonal Assessments?
Learning
Checks
Formative
Assessments
Summative
Assessment
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ASSESSING PERFORMANCE
TOWARD PROFICIENCY
Functions
Accuracy
Content &
Contexts
Text Type
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Proficiency Levels Inform
Performance Expectations
Superior
Advanced
Intermediate
ACTFL Proficiency Scale
Novice
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From Structured to Creative Practice
1. Put the following in the past.
a. John opens the window.
b. I walk to school.
c. She calls her father.
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From Structured to Creative Practice
2. Here is Susan’s calendar; say what she did yesterday.
8:00 get up
8:30 leave the house
9:00 call John
9:30 type report
3. What did Susan do yesterday? Match the events with the
most logical times and say what she did.
8:00 type report
8:30 meet John for lunch
9:00 leave the house
9:30 call John
12:00 get up
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From Structured to Creative Practice
4. Susan is a typical freshman at your school. Imagine and relate what she did yesterday.
5. What activities do you like to do when
a. you are bored?
b. you are in a good mood?
c. you are tired but have to stay awake?
d. you are with your friends?
6. What do you like to do in your free time?
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TEACHING AND TESTING FOR
VARIOUS DEGREES OF CONTROL
Proficiency does not mean perfection, nor does it imply limitation of instruction to one level at a time.
Instruction and assessment at each level
should target certain functions for full control, others for partial control, and others simply for conceptual control.
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INSTRUCTIONAL IMPLICATIONS
Focus on what students can DO with the language: observable performance vs. assumed knowledge
Traditional approach Proficiency-oriented approach
(use, recycle, expand)
+
+
(block upon block)
© Copyright 2011 by the American Council on the Teaching of Foreign Languages. Any reproduction, distribution or sharing of these materials in part or in whole is prohibited by ACTFL.
Concept of Control: Examples
Novice Intermediate Pre-Advanced
Full greetings,
leave-takings;
listing
Asking
questions
(interview)
Use basic
connecting
words (because,
therefore, when)
Partial Asking
questions;
expressing
feelings and
emotions
Adjective
agreement
Narration,
elaboration
(past time)
Conceptual Adjective
agreement
Past time
(narration)
“What if …”
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Question Strategies
to move to the next level
To Move Toward Intermediate Level:
1. Polite Requests (I’d like to know more about your
school; Tell me about why you like tennis)
2. Open-ended Requests (Tell me about the tennis team
in your school; tell me about other sports or activities in
your school or community?
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Question Strategies
to move to the next level To Move Consistently into Intermediate Level:
1. Series of questions to develop (exhaust) the topic (I
understand you are taking seven courses. Tell me
about your favorite. What kinds of things do you do in
that class? What makes that teacher a favorite? or
How many courses are you taking? Which do you like
best? Describe your favorite teacher)
2. Move to related topics (What other sport might you
think about playing? Why? Besides your courses, what
else do you like about school?)
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Question Strategies
to move to the next level
To Move Toward Advanced Level:
1. Extended Descriptions (Tell me about what you used
to do as a child)
2. Follow-Up Questions (It sounds like you were very
active as a child. How has your life changed?)
3. Ask for Comparisons (Can you compare high school to
college?)
4. Develop the topic to complete the story (You said you
went to France. What were your first impressions?
What is something unusual that happened?)
5. Ask for clarification, illustrations/examples, elaboration
(Tell me more … )
What’s the “engagement” and “motivation”
to be in the conversation?
Activating interest (a direction for the conversation) 1. Come to agreement
2. Find out how much you have in common
3. Identify the biggest difference between you
Creating a context (a reason for the conversation) 1. Decide if you can be partners
2. Make a decision about who, what, where, when, how
3. Explore two sides of a debate question 25
What’s the “accountability”
to stay in the conversation?
Designing a “deliverable” (an urgency about the conversation)
1. Complete a graphic organizer
• Venn diagram
• T - Chart
2. Tell what you learned from your partner
3. Be ready to share your findings
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Existing Classroom
Activity
Practicing Interpersonal
Skills
Share your travel itinerary with
a partner
Come to agreement with your
friends about how to balance
the “must see’s” (museums,
monuments) with the “must
do’s” (music, events,
adventures) on your visit to ___
Expectations for Student Performance Using existing tasks or activities
– making them more interpersonal:
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Existing Classroom Activity Practicing Interpersonal Skills
Find out which classes you have in
common
Find out who has the busiest day this
week
Describe your … to your partner Find out how compatible you and your
partner are in the area of …
Provide a summary of a story or article Work with your partner to retell story or
summarize an article
Present a work of art to the class Go on a gallery walk (art on classroom
walls) with a partner to decide on a
work of art for your city’s museum to
purchase
Give five reasons for taking a trip to … Find out if you and your conversation
partner have enough in common
(compatible enough) to sit together on
your flight to …
Using existing tasks or activities
– making them more interpersonal:
Strategies to develop Students’
Independence
1. Random pairs (spontaneous) 2. Prior preparation on topic (stay in
context) 3. Practice initiating and sustaining
conversation 4. Consciously remove teacher support 5. Practice the elements of the rubric
(understanding what counts)
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What does this look like in practice?
Daily Routines
Margaret Dyer
San Francisco
Japanese, Grade 5
www.learner.org
Creating Common Expectations
In your “level” group: Decide what students need to be successful on your performance assessments – what counts?
Target the level
Brainstorm characteristics that count
Cluster into categories (groupings)
Then create the quality descriptions (horizontal) •
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The Keys to Assessing
Language Performance
New ACTFL publication
Available at:
www.actfl.org
Click “Publications”
Under Development: ACTFL Assessment of
Performance toward Proficiency in Languages