6. • Step 1: Choose a Standard
• Step 2: Focus on the goal areas of the 4 Cs:
Communication, Culture, Connection and
Communities.
• Step 3: Continue teaching for the Real World
How ???
8. 1. IDENTIFY DESIRED GOALS
• Address the Standard
• State the Essential question
• Uncover the Enduring Understanding,
(Of the language , content)
• Identify communication standards
And 4Cs
• Develop the Performance
9. 2. DETERMINE ACCEPTABLE EVIDENCE
Design Activities that support the desired goal.
• Formative: serve as check points and to
inform and modify instructions….
&
• Summative : Performance tasks aligned with
the desired results
10. 3. LEARNING ACTIVITIES
• Plan learning activities in sequence of instructions
linked to assessment.(Plan with the end in mind)
• Activities should engage students in meaningful
communication that prepares them for the
formative and summative performance assessment
tasks.
Remember :
Instructional focus changed from ‘What” was
taught to “What Outcomes” we need.
11. DESIGN ASSESSMENT
Explore the three modes of communication for a
Motivational type of Assessment
• Interpersonal
• Interpretive
• Presentational
12. INTERPERSONAL ASSESSMENT (STUDENTS)
1. Observe and monitor one another to see how
intentions and meanings are being communicated.
2. Initiate, maintain and at some levels sustain the
conversation.
3. Students get engaged in Interpersonal Oral
Communication about a particular topic which relates
to the Interpretive text. (this phase should be audio or
videotaped).
13. INTERPERSONAL TASKS ARE TWO WAYS
• Interactive activities such as face to face
conversations. Speakers communicate in a
spontaneous manner and don’t use a written script.
(ask questions-rephrase)
• Written correspondences where a back and forth
exchange is expected.
14. INTERPRETIVE
Prepare students to learn by understanding:
• Key words
• Main ideas
• Supporting details
• Guessing meaning from content and identifying
author and cultural perspectives.
• Using strategies ( roots, prefixes, suffixes…etc.)
15. INTERPRETIVE COMPREHENSION TASKS
Engage students to gain experience by helping them to:
• Use organizational features of the text as clues to meaning .
• Explore with classmates inferences and cultural insights.
• Activate the background knowledge
• Engage in anticipating the main idea of what they will hear/read or
listen to.
• Skim the main idea and scan for more details.
• Try new strategies for comprehending a text.(use flash cards, play
Teacher and Assistant..etc)
• Answer information (interpretive questions) to assess comprehension.
Result: Students often gain new insights about a text as a result of text
based discussions that they have with their peers.
16. PROVIDE FEEDBACK ON PERFORMANCE
Brain based research shows that in learning
second language the brain stores information
based on functionality, meaningfulness and that
rehearsal is necessary for retention. However,
practice alone “doesn’t make perfect” unless the
learner has received a feedback indicating what
needs to be done to improve!
17. PURPOSE OF INTERPRETIVE TASK
1. Assess learner’s ability to deal with
language that may be new for them in an
authentic text.
2. Know how to choose an authentic text :
Context - Age - Linguistic Level- Importance of
task
Note: Translation should be avoided as it might cause boredom and
frustration…and edit the task not the text.
18. PRESENTATIONAL TASK
The creation of Oral and Written messages
in a manner that facilitates interpretation by an
audience of listeners, readers or viewers where
no direct interpretation of meaning exists.
19. PRESENTATIONAL TASKS
Are generally formal speaking or writing
activities that involve one way communication to
an audience of listeners or readers such as:
• Giving a speech or report
• Telling a story,
• Presenting a Power Point, a Project or
Producing a Video.
20. REMINDERS TO TEACHERS
Ask yourself:
1. Am I assessing performance using world tasks that are
meaningful to students?
2. Am I effectively assessing the abilities of my students in the 3
modes of communication?
3. Are my students making a progress towards a higher level?
4. Is my feedback improving my students performance?
5. Are my students becoming independent life long learners?
21. OUR TASK…
……..is to move students from understanding an authentic
text to applying their newly acquired knowledge in an
oral interpersonal task to creating a presentation for
audience of readers and listeners.
