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Designing Integrated Performance Assessments for Mandarin Immersion
Molly Wieland, Ph.D., Hopkins Public SchoolsTara Fortune, Ph.D., CARLA - University of Minnesota
National Chinese Language Teaching ConferenceSan Francisco, CA – April 16, 2011
Presentation Overview
Introduction to FLAP grant project: Global Literacy Through Mandarin Immersion and STEM
Immersion curriculum and Integrated Performance Assessment (IPA)
Overview of bioengineering unit IPA for grade 3 early total Mandarin immersion classroom
Sample IPA task for interpersonal mode
Questions and feedback
Global Literacy Through Mandarin Immersion and STEM
The Minnesota Mandarin Immersion Collaborative
Hopkins Public Schools
Minnetonka Public Schools
St. Cloud Public Schools
The University of Minnesota
Project Goals
Interdisciplinary Curriculum Development
Staff Development
Oral Proficiency Assessment at Program-Level
Secondary Program Framework
Just Passing Through: Designing Model Membranes
STEM: Using science, technology and math to design solutions to real problems Engineering is Elementary© (Boston Museum of Science) Bioengineering: Designing model membranes
Interdisciplinary Connections FOSS Science: Structures of Life
Social Studies and Culture: El Salvador, mapping skills, rainforest, cross-cultural connections
Chinese Literacy/Language Arts: The story of Juan Daniel
Immersion Curriculum Design Integrated Performance Assessment
Integrating Subject Matter, Language, Literacy and Culture Learning
A comprehensive assessment model that structurally corresponds to ACTFL’s three communication standards (National Standards, 1999/2006)◦ Interpersonal mode (1.1)◦ Interpretive mode (1.2)◦ Presentational mode (1.3)
What is the Integrated Performance Assessment (IPA)? (Glisan, et al, 2003)
Responsive, cyclical assessment requires teachers to provide performance feedback as students move from one task to another.
How does the IPA work?
Presentational Tasks
Interpersonal Tasks
Interpretive Tasks
Communication
Cultures
ComparisonsConnections
CommunitiesSubject Matter
The interdisciplinary subject areas serve as the core for developing integrated performance tasks
© Kazue Oda
Provides students an opportunity to demonstrate multidisciplinary content, literacy and language understandings and skills
Involves a series of interrelated language-dependent tasks
Invites reflection and critical thinking about the Juan Daniel narrative, the Salvadoran/Chinese/US cultures, and student experiences with the model membrane design process
MMIC Bioengineering Unit: An IPA of Subject Matter, Language and Literacy Development
Part One: Listening comprehension
Students…
i Listen carefully for meaning as the teacher reads the first part of Ch. 7;
p Are given 1-2 minutes to accurately number each picture in the order in which they occurred;
t Listen again to teacher read aloud and check their work.
Phase 1: Interpretive Tasks
Part Two: Reading comprehension
Students…
g Independently read remainder of Ch. 7
a Answer questions that relate to reading skills and chapter content on reading comprehension handout.
Phase 1: Interpretive Tasks
Reading Comprehension Assessment: Meaning focus
1. 请翻到故事书第 42页， Juan Daniel 利用工程设计步骤中的几个步骤来帮助他的球队继续足球赛。请圈出他使用的三个步骤 : (3分 )
问问题 想方法 做计画
动手做 做改良
1. Look at p. 35. Juan Daniel uses some steps from the engineering design process to help his team with their soccer game. Circle the three steps that he uses. (3 points)
Ask Imagine Plan
Create Improve
Reading Comprehension Assessment: Literacy focus
9. 这一章出现了以下三个生字，猜猜看它们是什么意思？请选出两个生字，写下你的猜测。可以把生字拆开，在字里找到你熟悉的部份来帮助你猜。(4 分 )
叠 我觉得它的意思可能是 _______，
因为我看到这个字里有__________.
防守 我觉得它的意思可能是 _______，
因为我看到这个字里有__________.
扑 我觉得它的意思可能是 _______，
因为我看到这个字里有__________.
9. Here are 3 new characters from this chapter. Choose 2 of the 3 and write what you think they mean and tell how you guessed what they mean. Look for a part of the character that you know or for nearby words that help you guess. (4 points)
叠 I think this means ______. I know this because I see ______________.
防守 I think this means _________. I know this because I see ________.
扑 I think this means ______. I know this because I see ______________.
Part One: Oral presentation
In small groups, students…
Orally present improved model membrane includingo description of materials usedo volume and rate of flow of collected water o what worked well and what didn’to important changes made
Phase 2: Presentational Tasks
Part One: Oral presentation
Students listening to group presentations…
n Complete peer review of presentation using four different peer feedback forms. Each form targets one of the following:o presentational skills (eye contact, use of visuals and
audibility)o linguistic accuracy (accuracy with measure words, word
choice, word order with fractions, use of connective “because,” etc.)
e Rotate forms so that every student uses each once
Phase 2: Presentational Tasks
Part Two: Audience/register-appropriate letter writing task
In groups of four, students…
r Write a letter to either Ms. Peters or Juan Daniel to sayo how they solved the “frog problem” with a model
membraneo what the favorite/hardest part of the engineering design
process was
e Review and complete a peer review checklist for another group’s letter
Phase 2: Presentational Tasks
Phase 3: Interpersonal Task Subject Matter Objectives
Literacy and Language Arts
Engage in spontaneous informal conversation to negotiate a sorting and sequencing task
Make comparisons and discuss likes/dislikes about various elements (e.g., characters, setting, events, problem, solution) of Juan Daniel narrative
Demonstrate comprehension of Juan Daniel story by answering evaluative and hypothetical questions about the narrative
Phase 3: Interpersonal Task Subject Matter Objectives
Science and Engineering
Collaboratively sort steps for scientific method and engineering design process into two groups
Work with partner and accurately sequence steps for scientific method and engineering design process
Select and state preference for one step
Make connection between favorite step and what occurred during that step in the raisin experiment (scientific method) or the model membrane design process
Phase 3: Interpersonal Task Subject Matter Objectives
Social Studies and Culture
Use cultural knowledge about El Salvador, the U.S. and China to identify travel preferences and state other culture-specific interests
Compare and contrast places, products or practices found in U.S., El Salvador and China
Phase 3: Sample Interpersonal Task Language Objectives
Content-obligatory
Use “第 (di) + number” construction to form ordinal adjectives while sequencing steps of engineering design process step and scientific method. For example, 第一(first) ， 第二 (second), etc.
Accurately place WH-question words and use sentence-final particles 呢 ne/ 吗ma to ask questions about what partner thinks. For example, 你觉得呢？你认为呢？(What do you think?), and 你觉得第一个步骤是什么 (呢)？ (What do you think is the first step?), etc.
Phase 3: Sample Interpersonal Task Language Objectives
Content-compatible
Give supporting details for answers to questions about the story using the sentence connector 因为。。。(because).
Assist your partner’s communications by offering language support with statements that begin with 是不是… ? (Is it…?), 你的意思是… …吗？ (Do you mean..?.), 你指的是… …吗？ (Do you mean…?), etc.
Part One: Joint sort and sequence task (Engineering Design Process and Scientific Method)
In pairs, students…
t Work together to sort and then order steps in Engineering Design Process and Scientific Method
g Each present one of the two processes
Each respond to a question about which step was their favorite and why
Phase 3: Interpersonal Tasks
Part Two: Narrative reflection and discussion (Juan Daniel story)
In pairs, students…
t Each select one question from an envelope
q Ask, answer and discuss both questions
Phase 3: Interpersonal Tasks
