Parla in itaianoIn francese – mon français pedantique…je l’ai enseigné a une école privée à Toronto en Canada pour 4 années mais il y a 7 année que je ne le pratique plus. Le francaisetait ma 3e langue et je n’ai beaucoup de chance de le parler en NJ. In spagnolo:Bienvenidos profesores de español. Cuidado con mi español porque hace poco tiempo que lo aprendo. Nunca he estudiado español ... lo estoy aprendiendo a través de las redes sociales y el uso de herramientas en línea. Mis evaluaciones personales son de verdad las evaluaciones auténticas...si me puedo comunicar con hablantes nativos, tengo éxito! Al menos eso es lo que pienso …
This video is number 3 on the Edutopia.org iTunes U site: http://itunes.apple.com/us/podcast/what-is-authentic-assessment/id395540712?i=96298179
Decide on the Learning ObjectiveWith standards for education, most teachers are told what the goals must be. Yet each lesson can have objectives that are a smaller part of the entire standard. For example, a standard might be that students will write narratives with proper punctuation and grammar. In one lesson, the objective could be for the students to use proper punctuation with dialogue.Create a Rubric or Grading StandardOnce the objective is set, create a rubric that reflects exactly what the teacher intends for the students to learn. What will be evidence that the student has mastered the concept? What will prove that the students know the core objectives? The rubric should be differentiated according to the student needs of the class, adapting for differences, but still meeting the objective.Plan the InstructionOnce the objective is set, and the rubric is ready, it’s time to begin collecting material and planning the lesson and the assessment. Lessons can be creatively taught, as long as they meet the objective. This is not a new idea. It has been a concept taught by Stephen R. Covey for years.In The Seven Habits of Highly Effective People, [Free Press, 1990], author Stephen R. Covey states,“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.”Teaching the LessonBefore teaching the lesson, after the introduction and hook, let the students know what the objective will be. Tell them what they will be expected to know. This way, the students will study with the goal in mind, more focused on the concept to be learned. This is how higher student achievement happens.
Start with your rubrics, you can move to self-assessment and peer assessment later4. Elicit their thoughts on the values and limitations of traditional forms of assessment and help them see ways that alternative assessment can enhance evaluation of what learners can do with language.
I designed this curriculum in 2005/2006 and it was implemented in the FA06 semester. It was tweaked often, and revisited most recently in 2009. This is the ITAL103 curriculum for Montclair State Univ.
When assignments are given, students are interested more in the grade than in the learning…What do I need to do to get an A in this? How can I just pass?
PDFs available upon request
Authentic Assessment in World Languages: Making Languages Come to Life
DePaul Catholic High School<br />September 23, 2011<br />Authentic Assessment in World Languages:Making Languages Come to Life<br />Enza Antenos-Conforti, PhD, Montclair State University<br />
Characteristics of Authentic Assessment<br />based on an authentic task to demonstrate learner ability; <br />focused on communication rather than right vs. wrong; <br />has criteria set by the teacher and the learners; <br />offers students the opportunity to assess themselves<br />http://www.nclrc.org/teaching_materials/links_to_fl_materials/general_resources.html<br />
Criteria of Authentic Assessment<br />Authentic assessment activities<br />are built around topics of student interest, <br />replicate real-world contexts, <br />involve multi-stage tasks, <br />require a product or performance, <br />use criteria known to the student, <br />involve interaction between assessor and assessed, <br />allow for self-evaluation<br />http://www.nclrc.org/teaching_materials/links_to_fl_materials/general_resources.html<br />
Planning: Backward Design<br />Set your goals FIRST<br />Write your lessons to meet your goals and create your objectives<br />To reach your desired end results<br />Decide on the objective.<br />Create a rubric or grading standard.<br />Plan the instruction.<br />Teach the lesson.<br />
Example: Intermediate Italian I<br />GOAL<br />a syllabus that prepares you to plan and go on a trip to Italy, and to discuss some specific Italian cultural features. Most of the semester you will be asked to contrast/compare your culture and Italian culture and understand and appreciate the differences between these two worlds.<br />
Example: Intermediate Italian I<br />Weeks 1-5 Objectives<br />Cercasicompagno di viaggi<br />Students should be able to:<br />talk about their routines, using their trips and holidays as a basis <br />describe family and friends and other people with whom they travel<br />identify different ways of moving around, and stating their preferences<br />detail their daily schedules (from waking up to going to sleep)<br />compare their daily schedules to their routine on vacation<br />identify actions in the sequence in which they occurred<br />narrate in the past, talking about past trips<br />describe the background to their vacation anecdotes<br />express ideas concerning obligation, abilities and desires in the past and present with regard to traveling<br />describe where they used to go<br />describe what they used to do with their families on vacation<br />compare experiences, situations<br />know how to talk about past situations, habits, routines in the past, and making comparisons<br />
Example: Intermediate Italian I<br />Weeks 6-10 Objectives<br />Prepararsi e arrivare in Italia<br />Students should be able to:<br />ask for information about Italy (what to do, where to go, what to see)<br />talk about what they will do when they arrive in Italy<br />rank their activities according to the most and the least importante/interesting/etc.<br />know where to go to fare la spesa e fare lo shopping/acquisiti<br />talk about the experience of going shopping and grocery shopping in Italy and in the United States in the present and past tense<br />talk about Italian and American sense of fashion<br />ask for advice/suggestions, directions and permission to do something<br />express wants and make requests politely<br />talk about the uncertainty in the future (based on song and movie)<br />learn more about Italian geography; the role tourism has in Italy; “cittàd’arte”, beaches, lakes and mountains; holiday destinations; Ferragosto, civil and religious Italian holidays throughout the year. <br />
Example: Intermediate Italian I<br />Weeks 11-15 Objectives<br />Cosafaresti in Italia?<br />N.B. each class of these last weeks begins with the tour of 3 regions. Students’ reports/oral presentations simulate a visit: students therefore circulate from region to region and explain where to go, what to do, etc. Groups will be assigned a “guide” and some “tourists” (for each tour, the instructor will evaluate how prepared and knowledgeable of the regions both the guide and tourists are)<br />Students should be able to:<br />investigate different cultural events to attend (musical performances, art exhibits, theatre)<br />recognize some important historical figures of art, literature and music<br />read and interpret different tour offerings based on itinerariartistici, gastronomici, letterari& naturalistici<br />be a tour guide for a region of Italy and provide information based on an itinerary of their preference<br />reply to tourists’ questions about the region<br />suggest and advise others on different problems related to travel (i.e., getting around, where to stay, where &<br />what to eat, what to see, etc.)<br />visit different hotel websites and read about location, offering, cost, etc. <br />talk about different accommodations and what they offer <br />talk about living in Italian cities and in the suburbs <br />read about major periods of Italy history and talk about what life would have been like had they lived through those eras<br />
What’s my grade?<br />What are:<br />the goals / expectations<br />the requirements<br />the time factors<br />the necessary components of a good piece of work<br />How to:<br />apply knowledge<br />organize information<br />fulfill teacher expectation<br />
The Rubric<br />A rubric is a scoring guide. It organizes criteria that describe what students need to complete for an assignment, and it measures the levels of proficiency of student work. <br />Comprises criteria, a scale and descriptors<br />
Advantages of the Rubric<br />This is the student’s tool with:<br />a clear model of the necessary criteria<br />a concrete framework of guidelines<br />a self-checking and assessing system<br />
Examples of Authentic Assessment<br />Topics and Situations for Oral Evaluation<br />La musiquefrançaise<br />Mira TocaHuele<br />La Quinceañera<br />La Tareas de Google Voice (http://span2313.wikispaces.com/GoogleVoice)<br />
Resources<br />National Capital Language Resource Center<br />http://www.nclrc.org/teaching_materials/links_to_fl_materials/general_resources.html<br />The Essentials of Language Teaching<br />http://www.nclrc.org/essentials/index.htm<br />Authentic Assessment Toolbox<br />http://jfmueller.faculty.noctrl.edu/toolbox/<br />Fairfax County Public Schools Foreign Language Rubrics<br />http://www.fcps.edu/DIS/OHSICS/forlang/PALS/rubrics/index.htm<br />