S5 effective assessments - actfl

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S5 effective assessments - actfl

  1. 1. Improving Language Performancewith Effective AssessmentsPaul SandrockACTFLpsandrock@actfl.org
  2. 2. 2Setting performance targets – Test #11. List the family members on the illustrated familytree2. Describe what one family member looks like3. List three professions4. Say four things your family does on theweekend
  3. 3. 3Setting performance targets – Test #2InterpretiveLook at (or listen to)information from threedifferent host families inChina, to find out as much asyou can: Where they live, howmany children they have,what activities they like to do,etc.Then decide which family youwould prefer to host you andlist as many reasons aspossible to explain why.
  4. 4. Interpretive AssessmentWhat can you find outabout the family?Letter fromFamily LinLetter fromFamily ChenLetter fromFamily WangWhere do they live?Do they live in a house, apartment,condo, something else?How many people live together asthe family? Who are they?What activities do they like to do?What else can you do duringhomestay with this family?
  5. 5. 5Setting performance targets – Test #2Interpretive InterpersonalLook at (or listen to)information from threedifferent host families inChina, to find out as much asyou can: Where they live, howmany children they have,what activities they like to do,etc.Then decide which family youwould prefer to host you andlist as many reasons aspossible to explain why.You and your partner areexchange students. It will beyour first night with yourhost family in China nextweek and you want topractice your conversationalskills. You are given a pictureof your own family and youwill practice with yourpartner the kinds ofquestions you will ask andhow you will respond.
  6. 6. 6Setting performance targets – Test #2Interpretive Interpersonal PresentationalLook at (or listen to)information from threedifferent host families inChina, to find out as much asyou can: Where they live, howmany children they have,what activities they like to do,etc.Then decide which family youwould prefer to host you andlist as many reasons aspossible to explain why.You and your partner areexchange students. It will beyour first night with yourhost family in China nextweek and you want topractice your conversationalskills. You are given a pictureof your own family and youwill practice with yourpartner the kinds ofquestions you will ask andhow you will respond.The exchange programwould like you to write aletter describing yourfamily that the Chinesestudents will read to decideon their American hostfamily.Provide as many details asyou can to describe youand your family. Includelikes, dislikes and activities.
  7. 7. Performance Descriptors 2012WHAT: Standards for Learning Languages• Five Cs• Three Modes of CommunicationHOW WELL:• 2012 Performance Descriptors forLanguage Learners• Update and revision of 1998Performance Guidelines for K-12Learners
  8. 8. PerformanceThree Modes of Communication: Interpersonal, Interpretive, PresentationalThree Ranges of Performance:Novice Intermediate Advanced
  9. 9. Building PerformanceTaking Steps toward ProficiencyIntermediateAdvancedNovice
  10. 10. Domain Examples What it describesFunctions Ask formulaic questionsInitiate, maintain, and end aconversationCreate with languageNarrate and describeMake inferencesFunctions are the global tasks thelearner can perform in thelanguage10
  11. 11. Domain Examples What it describesFunctions Ask formulaic questionsInitiate, maintain, and end aconversationCreate with languageNarrate and describeMake inferencesFunctions are the global tasks thelearner can perform in thelanguageContextsandContentOneselfOne’s immediate environmentGeneral interestWork-relatedContexts are situations withinwhich the learner can function;Content is the topics which thelearner can understand anddiscuss11
  12. 12. Domain Examples What it describesFunctions Ask formulaic questionsInitiate, maintain, and end aconversationCreate with languageNarrate and describeMake inferencesFunctions are the global tasks thelearner can perform in thelanguageContextsandContentOneselfOne’s immediate environmentGeneral interestWork-relatedContexts are situations withinwhich the learner can function;Content is the topics which thelearner can understand anddiscussText Type WordsPhrasesSentencesQuestionsStrings of sentencesConnected sentencesParagraphsText type controlled by thelearner is that which the learneris able to understand andproduce in order to perform thefunctions of the level12
  13. 13. Domain What it answers What it describesLanguageControlHow accurate is thelanguage learner’slanguage?Describes the level of control the learnerhas over certain language features orstrategies to produce or understandlanguage13How / How well able to be understood and to understand
  14. 14. Domain What it answers What it describesLanguageControlHow accurate is thelanguage learner’slanguage?Describes the level of control the learnerhas over certain language features orstrategies to produce or understandlanguageVocabulary How extensive andapplicable is the languagelearner’s vocabulary?Describes the parameters of vocabularyused to produce or understand language14How / How well able to be understood and to understand
  15. 15. Domain What it answers What it describesLanguageControlHow accurate is thelanguage learner’slanguage?Describes the level of control the learnerhas over certain language features orstrategies to produce or understandlanguageVocabulary How extensive andapplicable is the languagelearner’s vocabulary?Describes the parameters of vocabularyused to produce or understand languageCommunica-tion StrategiesHow does the languagelearner maintaincommunication and makemeaning?Describes the strategies used tonegotiate meaning, to understand textand messages, and to express oneself15How / How well able to be understood and to understand
  16. 16. Domain What it answers What it describesLanguageControlHow accurate is thelanguage learner’slanguage?Describes the level of control the learnerhas over certain language features orstrategies to produce or understandlanguageVocabulary How extensive andapplicable is the languagelearner’s vocabulary?Describes the parameters of vocabularyused to produce or understand languageCommunica-tion StrategiesHow does the languagelearner maintaincommunication and makemeaning?Describes the strategies used tonegotiate meaning, to understand textand messages, and to express oneselfCulturalAwarenessHow is the languagelearner’s culturalknowledge reflected inlanguage use?Describes the cultural products,practices, or perspectives the languagelearner may employ to communicatemore successfully in the cultural setting16How / How well able to be understood and to understand
  17. 17. 17Assessments to Improve PerformanceInterpretive Interpersonal PresentationalLook at (or listen to)information from threedifferent host families inChina, to find out as much asyou can: Where they live, howmany children they have,what activities they like to do,etc.Then decide which family youwould prefer to host you andlist as many reasons aspossible to explain why.You and your partner areexchange students. It will beyour first night with yourhost family in China nextweek and you want topractice your conversationalskills. You are given a pictureof your own family and youwill practice with yourpartner the kinds ofquestions you will ask andhow you will respond.The exchange programwould like you to write aletter describing yourfamily that the Chinesestudents will read to decideon their American hostfamily.Provide as many details asyou can to describe youand your family. Includelikes, dislikes and activities.
  18. 18. ACTFL Performance Descriptors for Language LearnersStrategies learners will use:1. Rely on visuals and familiarity of content or form2. Focus on key words and phrases3. Benefit from redundancy, paraphrasing, restatement4. Anticipate (predict) and then verify meaning understood;relying less and less on background knowledge5. Use structural clues6. Use organization of the text7. Use contextual clues8. Try out inferences (logical conclusions)18
  19. 19. 19Sample Assessment Strategies: Interpretive ModeWant to Know Either Or1. Where the familylikes to visit2. How many peoplein the family3. Activities they liketo do4. Food they like toeat__ in the country__ 3__ outdoor sports__ vegetarian__ in a city__ 4__ travel to othercities__ foreign foods
  20. 20. Interpretive TaskExamine videos made by two different Chinesestudents about their families.Write as many details as you can from each video.ACTFL - Laura Terrill
  21. 21. Interpretive Task : Preparation PhaseBased on Shrum, V. and E. Glisan, Teacher’s Handbook:Contextualized Language InstructionIn preparation for reading this article, explore the followingquestions:1. What do you know about families in China?2. Where have you found out information about families inChina?3. Glance at the article for 30 seconds. What type of informationdo you expect to find in this type of article?4. Why might you be interested in reading this article?5. Brainstorm some words and expressions you might encounterin this article.21Shrum and Glisan: Teacher’s Handbook-ContextualizedLanguage Instruction
  22. 22. Interpretive Task : Comprehension PhaseMain Ideas: Skim the article for one minute and select the subtitlethat would best describe it. Write the letter on the evidence youfound in the “text”:A. Families Are Changing in ChinaB. Impact of One Child PolicyC. Living with GrandparentsImportant Details: Work with a classmate to find the followingdetails from the article:1. Ratio of men to women among 20-30 year olds2. Job opportunities after graduating from the university3. Average annual income in different regions of China22Based on Shrum, V. and E. Glisan, Teacher’s Handbook: Contextualized Language Instruction
  23. 23. Interpretive Task : Comprehension PhaseOptional Vocabulary Work: Review / learn key vocabularywords and/or expressions in the text.1. Identify five words/expressions that deal with familymembers2. Identify five words/expressions that deal with parents’wishes / hopes3. Identify five adjectives that describe people4. Identify two nationalities5. Identify three words/expressions that deal with careers/ aspirations / dreams23Shrum and Glisan: Teacher’s Handbook-ContextualizedLanguage InstructionBased on Shrum, V. and E. Glisan, Teacher’s Handbook: Contextualized Language Instruction
  24. 24. Interpretive TaskGuessing vocabulary in context: Use the context of the article toguess the meaning of the following words – check your guesseswith a classmateInterpretation Phase: Use the following questions to interpret thearticle in more detail and share your reactions.1. How are grandparents treated in China? Explain withexamples from the article2. Describe one issue that young people in China are facingtoday (share details from the article to prove your “finding”)3. Based on evidence from the article, what influence havepolicies and traditions had on changing families in china?24Shrum and Glisan: Teacher’s Handbook-ContextualizedLanguage InstructionBased on Shrum, V. and E. Glisan, Teacher’s Handbook: Contextualized Language Instruction
  25. 25. Interpretive FeedbackPoints for correct responses:1. Subtitle: 2 – correct with some evidence;1 – correct but minimal evidence2. Important Details (1-2 for depth of details)3. Optional vocabulary work (1-2 additional points)4. Context Clues (1 point per context clue identified)5. Main idea and details3 - Identifies main idea and most basic facts;2 - Identifies main idea and few basic facts;1 - Identifies main idea in very general termsACTFL - Laura Terrill
  26. 26. Interpersonal TaskWho in your family does different activities?Does your ___ ?ACTFL - Laura Terrill
  27. 27. Interpersonal TaskHow much do you and your partner have incommon referring to your families?Family Members Free time ActivitiesChores/Responsibilities Careers
  28. 28. 28Feedback Mechanism: Scored DiscussionMove from: 1 – 3 – 5 Move to:Asks randomquestionsFollows up with logicalquestionsOnly answers thequestion askedContributes additionalinformationResponds, but rarelyinitiatesContributes personalinsights to enhancediscussion and draw inothersComments are notrelevantStays on topic
  29. 29. Interpersonal Mode4/24/2013Clementi ACTFL29Checklist NotobservedYes :frequencyYes:qualityInitiates an idea/opinionSupports an idea/opinionReacts to ideas/opinionsRespectfully & appropriatelyAsks questionsResponds to other’squestionsSCORED DISCUSSION
  30. 30. Presentational PracticeWord BankUse to describe family membersGive sample letter to alter to fit their family
  31. 31. 31__________________________ ______________________________________________________________________________________________________________Create captions todescribe familyphotos:Writes notes, recordoral description
  32. 32. I candescribesomethingwith one ortwo words.I can describesomething insimple, shortsentences.I can use stringsof sentenceswith a variety ofdescriptors todescribesomething.I can use longersentences with awide variety ofdescriptors todescribesomething.I can give adetaileddescriptionwithinparagraph -lengthnarration.D. ClementiDescribe people, places and thingsLinguaFolio
  33. 33. Consistently Frequently MinimallyAm Iunderstood?I am easilyunderstood; I expressmy ideas clearlyI am generallyunderstood and myideas are clearI am sometimesdifficult tounderstand; mostideas are clearHow rich ismyvocabulary?I use a wide varietyof vocabulary,incorporating severalnew expressions fromthe unitI use some variety invocabulary choice ,incorporating someexpressions from theunitI use basicvocabulary withlimited inclusion ofexpressions fromthe unitHow smoothis mypresentation?My presentation iswell-organized; Ispeak with fluencyand confidenceMy presentation islogical; I speak withoccasional pauses tothink of wordsI presented mytopic; I speak withpauses and someuncertaintySource: Donna ClementiCriteria for Evaluating Presentational Performance
  34. 34. 34Assessments to Improve PerformanceInterpretive Interpersonal PresentationalLook at (or listen to)information from threedifferent host families inChina, to find out as much asyou can: Where they live, howmany children they have,what activities they like to do,etc.Then decide which family youwould prefer to host you andlist as many reasons aspossible to explain why.You and your partner areexchange students. It will beyour first night with yourhost family in China nextweek and you want topractice your conversationalskills. You are given a pictureof your own family and youwill practice with yourpartner the kinds ofquestions you will ask andhow you will respond.The exchange programwould like you to write aletter describing yourfamily that the Chinesestudents will read to decideon their American hostfamily.Provide as many details asyou can to describe youand your family. Includelikes, dislikes and activities.
  35. 35. 35ReflectionShare:What might change when you focusyour teaching and your students’ learningon performance assessments (startingwith the end goals in mind)?
  36. 36. Improving Language Performancewith Effective AssessmentsPaul SandrockACTFLpsandrock@actfl.org

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