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Authentic Assessment in World Languages: Making Languages Come to Life

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Professional Development Workshop at DePaul Catholic High School to enhance new curricula for World Languages

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  • For 'la musique française', we discussed discovering on iTunes' (changing the country setting to the new country, in our example, France) top ten tunes (CLASSEMENTS). In today’s case, it was Mika’s 'Elle me dit' and from this 30 second sample, we search the video on YouTube and then the lyrics, from which an activity could evolve. The authentic assessment for the conclusion of the unit was to become a DJ for a French dance party (as per the unit plan of July 2010 availablle upon request)
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Authentic Assessment in World Languages: Making Languages Come to Life

  1. 1. 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 />
  2. 2. Agenda<br />Defining Authentic Assessment<br />Backward Design Planning<br />Rubrics<br />Examples & Resources<br />
  3. 3. What is Authentic Assessment?<br />
  4. 4. 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 />
  5. 5. 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 />
  6. 6. 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 />
  7. 7. 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 />
  8. 8. 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 />
  9. 9. 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 />
  10. 10. 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 />
  11. 11. 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 />
  12. 12. 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 />
  13. 13. SCALE<br />DESCRIPTORS<br />CRITERIA<br />
  14. 14. 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 />
  15. 15. 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 />
  16. 16. 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 />

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