Roadmap to Develop Students’ Performance

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Roadmap to Develop Students’ Performance

  1. 1. Designing Your Roadmap to Develop Students’ Performance <ul><li>Paul Sandrock </li></ul><ul><li>American Council on the Teaching </li></ul><ul><li>of Foreign Languages </li></ul>
  2. 2. Outline: <ul><li>Starting with the end goals in mind </li></ul><ul><li>Matching assessment tasks to targeted proficiency level </li></ul><ul><li>Matching means of assessment with purpose </li></ul><ul><li>Assessing the interpretive mode </li></ul><ul><li>Assessing the presentational mode </li></ul><ul><li>Assessing the interpersonal mode </li></ul>
  3. 3. Share your thoughts <ul><li>What is global competence? </li></ul><ul><li>How would you define it? </li></ul><ul><li>What develops it? </li></ul>
  4. 4. Defining Global Competency Investigate the World Recognize Perspectives Communicate Ideas Take Action Students investigate the world beyond their immediate environment Students recognize their own and others’ perspectives Students communicate their ideas effectively with diverse audiences. Students translate their ideas and findings into appropriate actions to improve conditions.
  5. 5. Defining Global Competency <ul><li>Content: Thematic focus </li></ul><ul><li>Environmental sustainability </li></ul><ul><li>Population growth and transition </li></ul><ul><li>Economic development </li></ul><ul><li>Global conflict and cooperation </li></ul><ul><li>Health and human development </li></ul><ul><li>Human rights </li></ul><ul><li>Cultural identify and diversity </li></ul><ul><li>Media and technology </li></ul>
  6. 6. Example of Thematic Focus: Food Novice Healthy food Food pyramids Diet differences Food vocab. Body parts “ is good/bad for” What would I eat in different countries to keep healthy? How do I choose? Interm. Healthy food, Food customs, Cultural associations with meals Making comparisons, “ is better/worse,” Description, Asking questions How do we use food for more than nourishment? Pre-Advanced (Interm-High) Diet & geography; Meals as social connectors; Attitudes Narration, Supporting opinions How is our diet affected by culture, where we live, and economic status?
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  8. 8. Match Characteristics with the Mode Characteristics Interpre-tive Inter-personal Presen-tational 1. One-way communication   2. Two-way communication  3. Practiced, rehearsed, polished  <ul><li>Spontaneous </li></ul> 5. Use gestures and circumlocution  (  ) 6. Use bilingual dictionary, spell check  7. Use context to figure out meaning   8. Negotiate meaning; ask for clarification  9. Message takes precedence over accuracy  10. Higher requirement for accuracy  11. Important to maintain attention of audience (  ) 
  9. 9. Reaching the Language Goals: Summative Assessments <ul><li>Wisconsin Educational Communications Board (www.ecb.org) </li></ul><ul><li>World Language Assessment: Get in the Mode! </li></ul><ul><li> </li></ul><ul><li>Terry Neumann Hayes </li></ul><ul><li>Arrowhead High School, Hartland, WI </li></ul><ul><li>How many ways does Terry have her students demonstrate their growing proficiency? </li></ul><ul><ul><li>Interpretive – Interpersonal - Presentational </li></ul></ul><ul><li>What contributes to the students’ motivation to be actively engaged? </li></ul>
  10. 10. Outline: <ul><li>Starting with the end goals in mind </li></ul><ul><li>Matching assessment tasks to targeted proficiency level </li></ul><ul><li>Matching means of assessment with purpose </li></ul><ul><li>Assessing the interpretive mode </li></ul><ul><li>Assessing the presentational mode </li></ul><ul><li>Assessing the interpersonal mode </li></ul>
  11. 11. ASSESSING PROFICIENCY Novice Range ACTFL Proficiency Scale Mid Low High Intermediate Advanced Superior
  12. 12. Assessing Performance Toward Proficiency Narration and Elaboration Across Levels <ul><li>Advanced: the video </li></ul><ul><li>Full story with a combination of descriptive and narrative details. </li></ul><ul><li>Intermediate: the snapshots </li></ul><ul><li>Strings of events, some details </li></ul><ul><li>Novice: pixilated (hard to see the detail, but you can make out the general idea) </li></ul><ul><li>Random pieces </li></ul>
  13. 13. ASSESSING PERFORMANCE TOWARD PROFICIENCY Functions Accuracy Content & Contexts Text Type
  14. 14. TEACHING AND TESTING FOR VARIOUS DEGREES OF CONTROL <ul><li>Proficiency does not mean perfection, nor does it imply limitation of instruction to one level at a time. </li></ul><ul><li>Instruction and assessment at each level should target certain functions for full control , others for partial control , and others simply for conceptual control . </li></ul>
  15. 15. Outline: <ul><li>Starting with the end goals in mind </li></ul><ul><li>Matching assessment tasks to targeted proficiency level </li></ul><ul><li>Matching means of assessment with purpose </li></ul><ul><li>Assessing the interpretive mode </li></ul><ul><li>Assessing the presentational mode </li></ul><ul><li>Assessing the interpersonal mode </li></ul>
  16. 16. Share your thoughts <ul><li>Why do we assess our students? </li></ul><ul><li>What information do you hope to learn? </li></ul><ul><li>What do you want to do with that information? </li></ul>
  17. 17. Balanced Assessment <ul><li>Learning Checks </li></ul><ul><li>Did students learn what was taught? </li></ul><ul><li>Formative Assessment </li></ul><ul><li>Can students apply or manipulate what they have learned? </li></ul><ul><li>Summative Assessment </li></ul><ul><ul><li>What have students acquired? </li></ul></ul><ul><ul><li>Designated point in time (end of unit, year) </li></ul></ul><ul><ul><li>Gauge if students reached a benchmark </li></ul></ul>
  18. 18. Why do we assess our students? Learning Checks Formative Assessment Summative Assessment <ul><li>Decide if I need to reteach something </li></ul><ul><li>Check: did students “get it?” </li></ul><ul><li>Check how students are doing: can I move on? </li></ul><ul><li>Help me plan instruction </li></ul><ul><li>Can students use what was taught? </li></ul><ul><li>Monitor students’ progress and adjust instruction accordingly </li></ul><ul><li>Assessment for learning </li></ul><ul><li>Did we reach our goals? </li></ul><ul><li>Show students their improvement </li></ul><ul><li>Assessment of learning (so students know where they are and what they need next) </li></ul><ul><li>Inform teacher of the next “level” </li></ul><ul><li>Motivate students </li></ul>
  19. 19. Formative Assessment <ul><li>Inside the Black Box: Raising Standards Through Classroom Assessment </li></ul><ul><li>Paul Black and Dylan Wiliam </li></ul><ul><li>http://www.setda.org/toolkit/nlitoolkit2006/ data/Data_InsideBlackBox.pdf </li></ul><ul><li>Transformative Assessment </li></ul><ul><li>James Popham </li></ul><ul><li>Formative Assessment & Standards-Based Grading </li></ul><ul><li>Robert Marzano </li></ul>
  20. 20. Outline: <ul><li>Starting with the end goals in mind </li></ul><ul><li>Matching assessment tasks to targeted proficiency level </li></ul><ul><li>Matching means of assessment with purpose </li></ul><ul><li>Assessing the interpretive mode </li></ul><ul><li>Assessing the presentational mode </li></ul><ul><li>Assessing the interpersonal mode </li></ul>
  21. 21. Integrated Performance Assessment Why would I choose a particular destination? Interpretive Presentational Interpersonal Complete a fact sheet about the area you have selected to visit in the target country, using Internet resources, identifying the benefit of visiting that destination Create a commercial and a flyer to showcase the region you have selected Discuss with a partner the places in classmates’ commercials, explaining which you want to visit and why
  22. 22. Interpretive Communication Is NOT Is Translation Context-driven understanding (gist) Hunt for trivial details Whole picture; mediating meaning with the text; a focused task Glossed readings; teaching all new vocabulary first Familiar words in new context; and new words in a familiar context (authentic) Reading, listening, or viewing from the “reader’s” perspective only Use the author’s perspective and cultural perspective Reading word-for-word Re-phrasing chunks; re-telling; predicting; using structural clues
  23. 23. How can we assess interpretive mode ? Complete a fact sheet about the area you have selected to visit in the target country, using Internet resources, identifying the benefit of visiting that destination Learning Checks Formative Assessments Summative Assessments 1. After examining a website, identify correct information given “Either-Or” choices 2. Check off information that is actually found in article (practice skimming and scanning) 3. Receive sheet of ten photographs; listen to descriptions and identify the photograph being described (write the number of the description on the photo) 1. Word splash: given key words, create summary of travel article 2. Fill in information from website 1. From 8 elements that could be found in the article; locate those that are actually in the article and tell one detail about what was said. 2. Reflection: What this means to me? Why would you choose this travel destination to visit?
  24. 24. Elements of Interpretive Mode Novice Intermediate Pre-Advanced Literal Comprehension Key word recognition Important words/phrases Main idea detection Main idea detection Supporting details detection Main idea detection Supporting details detection Interpretive Comprehension Word inferences Concept inferences Organizing principle(s) Author/Cultural perspectives
  25. 25. Developing Tasks and Feedback : Interpretive Tasks Task Characteristics ( How ) Performance Expectations ( How Well ) <ul><li>Students will read (view) … </li></ul><ul><li>Students will skim a website … </li></ul><ul><li>After hearing, fill out / check off … </li></ul><ul><li>Fill out Venn diagram comparing … </li></ul><ul><li>Provide a summary of … </li></ul><ul><li>Based on the reading, is it logical or not to infer … , cite evidence … </li></ul><ul><li>Able to identify the “gist” </li></ul><ul><li>Able to identify the main supporting details </li></ul><ul><li>Able to guess meaning from context </li></ul><ul><li>Able to make inferences </li></ul>
  26. 26. Outline: <ul><li>Starting with the end goals in mind </li></ul><ul><li>Matching assessment tasks to targeted proficiency level </li></ul><ul><li>Matching means of assessment with purpose </li></ul><ul><li>Assessing the interpretive mode </li></ul><ul><li>Assessing the presentational mode </li></ul><ul><li>Assessing the interpersonal mode </li></ul>
  27. 27. Presentational Communication Is NOT Is Negotiated communication One-way communication Random Practice, rehearsed, polished, edited Unplanned Organized Speaking or writing in a vacuum An awareness of audience (formal/informal; cultural context) Reliance on circumlocution Improved with dictionary and spell-check tools Talking or writing only for the teacher Maintaining attention of intended audience
  28. 28. Integrated Performance Assessment Why would I choose a particular destination? Interpretive Presentational Interpersonal Complete a fact sheet about the area you have selected to visit in the target country, using Internet resources, identifying the benefit of visiting that destination Create a commercial and a flyer to showcase the region you have selected Discuss with a partner the places in classmates’ commercials, explaining which you want to visit and why
  29. 29. 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 <ul><li>Write brief descriptions of illustrations on a single topic (prep for creating brochure) </li></ul><ul><li>Finish the sentence: reasons to do each of various activities on trip </li></ul><ul><li>Ticket to Leave: List 5 activities you would do on a vacation </li></ul><ul><li>Tell story back from the illustrations as a summary </li></ul><ul><li>Graded rough draft (giving feedback on organization) </li></ul><ul><li>3. Send a postcard back to host family, explaining what you enjoyed most </li></ul><ul><li>Commercial: memorized dialogue, skit, or play </li></ul><ul><li>2 Create a PowerPoint to convince the class to agree to the itinerary you designed </li></ul><ul><li>3. Design a series of five magazine advertisements, each showcasing a different reason to visit the region </li></ul>
  30. 30. Developing Tasks and Feedback: Presentational Tasks HOW: Performance Task HOW WELL: Performance Expectations <ul><li>Students will describe … </li></ul><ul><li>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 </li></ul><ul><li>Students in pairs will demonstrate how to … </li></ul><ul><li>Students will orally present their points in support of a position, to help their group create a PowerPoint presentation </li></ul><ul><li>Visuals support the commentary </li></ul><ul><li>Organizes the “argument” </li></ul><ul><li>Spelling and grammatical errors have been checked and corrected … </li></ul><ul><li>Maintains attention of audience by … </li></ul>
  31. 31. Developing Tasks and Feedback : Presentational Tasks TASK: Describe what students will do (How) Identify your PERFORMANCE EXPECTATIONS (How Well)
  32. 32. Outline: <ul><li>Starting with the end goals in mind </li></ul><ul><li>Matching assessment tasks to targeted proficiency level </li></ul><ul><li>Matching means of assessment with purpose </li></ul><ul><li>Assessing the interpretive mode </li></ul><ul><li>Assessing the presentational mode </li></ul><ul><li>Assessing the interpersonal mode </li></ul>
  33. 33. 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
  34. 34. 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 Interpersonal Communication Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
  35. 35. Integrated Performance Assessment Why would I choose a particular destination? Interpretive Presentational Interpersonal Complete a fact sheet about the area you have selected to visit in the target country, using Internet resources, identifying the benefit of visiting that destination Create a commercial and a flyer to showcase the region you have selected Discuss with a partner the places in classmates’ commercials, explaining which you want to visit and why
  36. 36. 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 <ul><li>1. Information Gap Pair Activity: controlled tasks (Map or Clock partners) </li></ul><ul><li>2. TALK scores </li></ul><ul><li>Keep conversation going for 2 minutes </li></ul><ul><li>Find someone who … (follow-up ??s) </li></ul><ul><li>Questions in an envelope (want to use the fewest out of the envelope) </li></ul><ul><li>Identify how much you and partner have in common on topic </li></ul><ul><li>Share information from Internet sources, summarize, prepare to present </li></ul><ul><li>Prepare to send postcard/letter </li></ul><ul><li>Discuss with your partner how a visit to the destination you have chosen will bring some benefit to you </li></ul><ul><li>Identify ways that you and your partner could provide service on a trip to address a global issue </li></ul>
  37. 37. Feedback: Sample Checklist <ul><li>Task: Novice Level – Interpersonal: </li></ul><ul><li>For your trip, come to agreement on the day’s schedule. </li></ul>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 show I understand my partner 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
  38. 38. Feedback: Sample Checklist <ul><li>Task: Pre-Advanced Level – Interpersonal: </li></ul><ul><li> For your trip, decide how travel benefits your future. </li></ul>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. Open-ended questions 3. Questions lead to in-depth exploration (follow-up questions) 4. Careful listening; appropriate reactions
  39. 39. Expectations for Student Performance Using existing tasks or activities – making them more interpersonal: 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 ___
  40. 40. Developing Tasks and Feedback: Interpersonal Tasks HOW: Task Characteristics HOW WELL: Performance Expectations <ul><li>Students will find out what they have in common </li></ul><ul><li>Students will try to get as much information as possible </li></ul><ul><li>Students will share as much information as possible </li></ul><ul><li>Students will come to consensus on … </li></ul><ul><li>Able to express preferences </li></ul><ul><li>Ask for clarifications </li></ul><ul><li>Students will maintain the conversation by … </li></ul>
  41. 41. Developing Tasks and Feedback : Interpersonal Tasks TASK: Describe what students will do (How) Identify your PERFORMANCE EXPECTATIONS (How Well)
  42. 42. Designing Your Roadmap <ul><li>1. Develop GLOBAL COMPETENCE </li></ul><ul><li>2. Focus CONTENT on essential questions </li></ul><ul><li>3. Match performance tasks to the targeted </li></ul><ul><li>PROFICIENCY LEVEL </li></ul><ul><li>4. BALANCE ASSESSMENT (Learning Checks, </li></ul><ul><li>Formative Assessments, Summative Assessments) </li></ul><ul><li>5. Develop all THREE MODES OF COMMUNICATION </li></ul><ul><li>throughout each unit of instruction </li></ul>
  43. 43. Reflection: <ul><li>Think of / Write down: </li></ul><ul><li>One new idea you have picked up about how to assess each mode of communication: </li></ul><ul><li>Interpretive </li></ul><ul><li>Presentational </li></ul><ul><li>Interpersonal </li></ul><ul><li>  </li></ul><ul><li>Tell a person near you: </li></ul><ul><li>What characteristics of the targeted level of proficiency are going to impact your design of assessments and instructional strategies in the year ahead? </li></ul>
  44. 44. Reflection: <ul><li>Tell your table or small group: </li></ul><ul><li>One thing that will change in your teaching when you begin your unit planning by identifying the assessment strategies (starting with the end goals in mind) </li></ul>
  45. 45. 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
  46. 46. Motivating Student Learning <ul><li>Focus learning and teaching through assessment </li></ul><ul><li>Engage students through a meaningful thematic focus for learning </li></ul>
  47. 47. Thank You [email_address] Designing Your Roadmap To Develop Students’ Performance

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