Performance-based tasks allow students to show their knowledge and skills in a more authentic way than paper tests. Integrating technology, such as creating Web pages, virtual posters, and using Google Classroom, will prepare students for their future studies. Participants will learn how to design highly engaging performance-based tasks and rubrics to assess students’ knowledge in Chinese language, science, and social studies units. Participants will get a number of ideas on how to implement performance-based formative and summative assessments in the immersion class. Participants will see videos, pictures, and student work samples demonstrating how two Chinese teachers use short plays, foldable books, living museums, etc., to assess students’ knowledge. Speaker: Yi Shao & Lijin Yang & Pearl You

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Using Performance-
Based Assessment in
Chinese Immersion
Classrooms
Yi Shao, 5th Grade Chinese Lead Teacher
Lijin Yang, 3rd Grade Chinese Lead Teacher
Pearl Zao He You, Chinese Program Coordinator
Atlanta, GA 2015
About Yu Ying
● PreK3-PreK4 Full Chinese
Immersion
● K- 5th Grade 50% Partial
One-Way Chinese Immersion
● IB PYP Program
● Public Charter School
● High Performing School
● Diverse Population
Objectives:
By the end of this presentation, you will…
● know why performance-based assessment is being used in immersion
classrooms at Yu Ying
● see examples of designing engaging performance tasks and rubrics to
assess students’ knowledge in both language and content learning
● learn both implementing formative assessment and summative
assessment in more authentic ways, hear reflection and sharing about next
steps
Performance-Based
Learning
● Obtain content knowledge
● Acquire skills
● Develop work habits
Assessment
● Apply all three to real world situations
Hibbard, K., & Southbury, C. (1996). A teacher's guide to performance-based learning and assessment. Alexandria Va.:
Association for Supervision and Curriculum Development.

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Performance-Based & Immersion
Perfect match
Backward Design
Desired results (summative assessment)
Evidence (formative assessment)
Learning experience (instruction)
Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). Alexandria, VA: Association for
Supervision and Curriculum Development.
Performance-Based Assessment
Examples:
● Individual/Group projects
● Essays
● Experiments
● Portfolios
● Foldable
● News report
Example: water unit
Goal: SWBAT understand and explain the
water cycle in Chinese.
Summative: students work together to design a
public service announcement to raise
awareness for clean water.

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Water unit
WEEK 1:
Where in the world is water? ⽔水在哪⾥里？
Where does drinking water come from? 淡⽔水从哪⾥里来？
Why should we save water? 我们为什么要节省⽔水？
GLOBE TOSS GAME
Water unit
WEEK 2:
Where does water go? What’s the water cycle?
⽔水去了哪⾥里？什么是⽔水循环？
Water Cycle in a Bag
Water unit
Week 3:
Dubbing voice (formative assessment)
Water unit
Week 3: A journey of a water drop

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Water unit
WEEK 4:
What is humidity? How to test humidity?
什么是湿度？怎么测试湿度？
Water unit
WEEK 4:
What’s the connections between different types of water?
不同形态的⽔水之间有什么联系？
Water unit
WEEK 5: Summative Assessment
How do we show our learning? What action can we take?
我们如何展⽰示我们的学习成果？我们可以采取什么⾏行动？
Students will work as a whole fifth grade to identify a problem related to water usage and sharing
water as a finite resource, and design a public service announcement to raise awareness.
Survey:
Water Unit
Share/edit rubric with students

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Water Unit
Reflection & Next Steps:
● Limited time/ adjust timing of the year
● Better build on each lesson
● More students initiated actions
Example: Human Traits
Central Idea: All humans have predictable traits that are inherited and
influenced by their environment.
Focus:Life cycles of humans (Plants and animals have unique and diverse life
cycles. )
Summative (Chinese part): Students work independently to create, describe,
and present the different stages of an alien’s life cycle.
Goal:
-Ability to label each stage of the life cycle.
-Use simple sentences to describe each stage of the life cycle.
-Able to say at least 5 full sentences of introduction to their alien
Human Traits-Life Cycle
Week 1: Plant Life cycle
Learning Experience:
-See, Think, Wonder - Packet of seeds
-Plant bean seeds - observe and record details.
Formative Assessment:
Notebook.
Human Traits-Life Cycle
Week 2: Animal life cycles
-
Learning Experience:
-Videos.
-Think Pair Share
-Compare (胎⽣生 卵⽣生)
Formative Assessment:
-Journal entry: 蚕的⽣生命周期
-Journal entry: 动物的⽣生命周期

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Human Traits-Life Cycle
Week 3:Human Life cycles
Learning Experience:
-Videos. Interview.
-Book about Me.
Formative Assessment:
Human life cycle chart
Human Traits-Life Cycle
Week 4: Compare life cycles
-Venn diagram
-Sequencing words in writing: 先 再 然后 最后
-Nature Center observation.
Human Traits-Life Cycle
Week 5: Start making summative
Human Traits-Life Cycle
Week 6: Present
the summative

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Human Traits-Life Cycle
Reflection:
● Have students keep formative in an interactive notebook
is a good way to keep track and refer back.
● Add a self-evaluate process in the end.
● Add more authentic resources
(videos,magazine,museum pamphlets etc) so students
can present the life cycle in a more authentic way.
Example: Migration Unit
What is migration? 什么是迁移
Why people migrate? 为什么⼈人们迁移
Is the migration temporary or permanent? 这是临时的还是永久的迁移
Summative Assessment: Students will create bilingual web
pages about human migration
Migration Unit
Typing practice- Google Classroom
Migration Unit
Introducing migration: personal connections

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Migration Unit
Life before and after:
● Connection with
Flying with Chinese
● Interview (audio)
Migration Unit
Jewish migration
Visible thinking routine: Ten times two
Migration Unit
Authentic resource:
Chinese visa
Migration Unit
Personal story book about migration

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Migration Unit
Webpage: Weebly
Migration Unit
Migration Unit
Reflection & Next Steps:
● The importance of typing practice
● Students choose their area of interests
● Topic focus
Example: Solar System
Central Idea: The natural laws and forces of the solar
system impact planet Earth.
Focus in Chinese: Elements and systems of our galaxy
Summative Assessment:
Students will work in groups to make a clay
solar system model and do a group presentation
to present their model.

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Solar System
Step 1 Earth Moon Sun
● Earth and moon rotations.
● Day, night, and seasons.
Google image
Solar System
Step 2 Star Planet Moon
● SWBAT tell the general
difference among the three
types of stars.
● SWBAT say one feature and
name one example for each
type.
● SWBAT use the sentence
structure correctly.
Solar System
Step 3 Planets in Our Solar System
● Planets fact notebook
Solar System
Step 4: Work Together to Make the Model

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Solar System
Present Your Model
Solar System
Reflection:
-Peer evaluation is a great way to keep students engaged
and have them reflect on their own performance.
-Rubric needs to be adjusted each year.
Example: Trip to Beijing
Summative:
Students will make a travel
plan to Beijing including:
-Identify 3 places that they
want to visit.
-Identify the transportation
they will use.
-Identify the 3 places on a
simple map.
Example: Living Museum

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Reflection and Next Steps:
• Paper based
• Engage students
• Apply knowledge in real-life situation
• Add more authentic material
Questions