Marco Raygoza teaches Spanish classes and is looking to update classroom assessments to better align with AP Spanish standards. His current assessments rely on outdated materials and are time-consuming to grade. He attended an AP training conference which inspired him to redesign his AP class. Raygoza has been implementing online tools like Schoology to create audio and reading assessments that mimic the AP exam and provide instant feedback to students. These changes have helped streamline grading and engage students while satisfying AP requirements.

1. Spanish
Instruction
&
ONLINE ASSESSMENTS
Marco
Raygoza

2. I. MY CURRENT SITUATION:
CLASSROOM RESOURCES AND
ASSESSMENTS

3. CURRENT CLASSROOM ASSESSMENTS
A.) scantron
B.) paper and pen
C.) essay
D.) skits
E.) all of the above

4. SAMPLE SPANISH ASSIGNMENTS

5. NEGATIVES
Old textbooks and old references such as
Sammy Sosa, Wayne Gretzky, Gloria Estefan,
and many others. (The prime of 1999.)
Assessment materials that is intended for a
class size of the endorsed ideal number of
15 students per teacher.
Limited variety of CD audio and current have
VHS video supplements that are remotely
relevant to students.

6. POSITIVES
 One classroom set of 30 headphones.
 One Smartboard with surround-sound installed in
classroom.
 My personal purchase of a Hauppage tv tuner that
connects to my computer which records off cable to
view on the computer or Smartboard.
 Installed Windows Media Center on my laptop.
 One classroom set of 30 mini-Dell computers.
 (Incidentally, out of the 45 minutes I have with my
students, these computers take about 12 minutes for
students to log in.)

7. CHALLENGES WITH CURRENT ASSESSMENTS
 Its appearance and monotonous appeal to the students
 The exam questions had little appeal and predictable and was not dynamic.
 Boring according to students tastes
 Dated Resources
 Present material is dated from 1999. (new material 2016)
 Costs
 Paper costs for printing two (8 to 10 page) test monthly.
 Audio test
 Reading Comprehension test
 Paper costs for printing non -test assignments monthly
 Time Consumption
 Grading tests of approximate 150 students per year.
 Time to print exams;
 Sorting and reading the variety of handwriting responses;
 Time on interpreting from one student to another to determine their answer.

8. II.
CHANGE
TO WEST’S SPANISH DEPARTMENT
The AP Spanish
Language Program
“The fundamental objective that schools should strive to accomplish is to create
a stimulating AP program that academically challenges students and has the
same ethnic, gender, and socioeconomic demographics as the overall student
population in the school.”
[source: http://apcentral.collegeboard.com/apc/public/repository/spanish_lang_teachers_guide.pdf]

9. KEY A.P. STANDARDS
 “Authentic Spanish Sources”
 The goal for the A .P. program is:
 To have students learn language structures in context and use
them to convey meaning.
 Be a standards-based world language classroom:
 The instructional focus is on function and not the examination of irregularity and complex
grammatical paradigms about the target language.
 Language structures should be addressed inasmuch as they ser ve the communicative task and
not as an end goal unto themselves.
 Promote both fluency and accuracy in language use and not to overemphasize gr ammatical
accuracy at the expense of communication.
 In order to best facilitate the study of language and culture, the course is taught in the target
language.
[source:
http://media.collegeboard.com/digitalServices/pdf/ap/11b_3435_AP_SpanLang_CF_WEB_110930.pdf]

10. A.P. SPANISH LANGUAGE EXAM
 Section I-50%
 Part A:
 Listening: 34 questions
 (approximately 35 minutes)
 http://advancesinap.collegeboard.org/world -languages/spanish/audio
 Part B:
 Reading: 36 questions (45 minutes)
 http://www.actfl.org/sites/default/files/pdfs/public/StandardsforFLLexecsum
m_rev.pdf
 Section II-50%
 4 tasks
 30% Part A:
 Writing: 2 tasks (approximately 65 minutes)
 20% Part B:
 Speaking: Simulated conversation, oral presentation (approximately 30 minutes)

11. A . P. E V I D E N C E - B A S E D Q U E S T I O N S
PLUS
A L S O I N C L U D E T H E F O R E I G N L A N G U A G E S TA N D A R D S B Y U S I N G
C U LT U R E S , C O M PA R I S O N S , C O M M U N I T I E S , C O N N E C T I O N S , A N D
C O M M U N I C AT I O N
“Language and communication are at the hear t of
the human experience. The United States must educate students
who are linguistically and culturally equipped to communicate
successfully in a pluralistic American society and abroad. This
imperative envisions a future in which ALL students will develop
and maintain proficiency in English and at least one other
language, modern or classical. Children who come to school from
non-English back grounds should also have oppor tunities to
develop fur ther proficiencies in their fir st language.”
Statement of Philosophy
Standards for Foreign Language Learning
[source;
http://www.actfl.org/sites/default/files/pdfs/public/Standardsfor
FLLexecsumm_rev.pdf ]

12. III. HOW DO I MEET THE AP STANDARDS WITH
THE AVAILABLE CLASSROOM RESOURCES ?
CHANGE BEGAN
SUMMER 2012

13. STEP 1-BACKGROUND INFORMATION
 I currently teach Spanish III, IV, V, and A.P.
 July 2012:
 NB sent me to the University of Iowa to attend the
A.P. conference to get a better grasp about the
direction of A.P. Spanish testing.
 Afterwards, I started to redesign my AP class and
also vertically align all my course offerings in the
same format.


14. STEP 2-
TRAJECTORY OF MY ONGOING EFFORTS
Schoology.com
Feb. 2013
Schoology.com
Moodle.org, Surveymonkey.com, Dec.-Jan.
Edmodo.com,
Blackboard.com
+ Youtube.com Sammi F.
Dec. 2012
Sarah H. Oct.-Dec. 2012
Sept. 2012
Iowa
July 2012

15. IV. MY PERSPECTIVE OF LINKING A.P.
OBJECTIVES BY USING SCHOOLOGY.COM
 Multiple Choice
 Fill in the Blank
 Audio and Video enabled
 Pictures can be uploaded
 Can score any objective test
 Students must have a key number to view test that a teacher
gives.
 Students are able to take test a specific times, days or both.
 Random Question Generator
 Students can have the same test rearranged so that Question #1 for
Bob is Question #15 for Sam.
 Also, Question #1 for Bob will be A, B, C and D in sequence. But for
Sam, the sequence for Question #15 is D, A, C, D. and so on.

16. HERE ARE SAMPLES OF HOW TO MEET AP
TESTING
 INPUT FROM TEACHER
A. SECTION I
(LISTENING)
B. SECTION II
(READING)

17. SECTION I (LISTENING)
CURRENT AUDIO QUESTION SAMPLE

18. SECTION I
SCHOOLOGY AUDIO QUESTION SAMPLE

19. SECTION II (READING)
WRITTEN EXAM QUESTION EXAMPLE:
51. Cuando los niños se aburren mucho en casa, muchas veces ellos ______.
a. se pelean
b. se asustan
c. se ríen
d. se bañaban
52. De niña, Elizabeth siempre ______ en la escuela. Cada semestre sacaba
buenas notas.
a. tenía hambre
b. tenía envidia
c. tenía éxito
d. tenía vergüenza

20. S E C TI ON I I ( R E A DING)
SC H OOLOGY RE A DI N G E X A M QUE ST I ON SA M P LE FOR
T E AC H ER TO SE E
1. Question 2.
on screen as Revision of question
multiple choice

21. SCHOOLOGY READING EXAM QUESTION
SAMPLE FOR STUDENT VIEW

22. 3.) PREVIOUS QUESTION WITH AUTHENTIC
SOURCE(VIDEO)

23. SCHOOLOGY QUESTION WITH AUTHENTIC
SOURCE
 EFEMÉRIDES VIDEO (Youtube)

24. USING SITES SIMILAR TO
SCHOOLOGY.COM, IT BROUGHT GOOD CHANGE
TO MY CLASSES
Brought insight on how to better design an
evidence-based question.
Matched my tired and dated Spanish resources
to keep up with the AP Framework.
Opened new paths on how to reach a
student’s interest on language learning.
“When am I going to use Spanish?”
Empowered my students to step towards their
grade accountability.
It gives my student instant grade responses

25. V. CONCLUSION
BY CHANGING, MY RESULTS…
 District Level:
 Took responsibility to greatly eliminate much of my paper use.
 Satisfied the A.P. requirements.
 Extended the shelve life of our outdated textbooks.
 Building Level:
 Created rapport with my colleagues about new assessments.
 Strengthened my knowledge on how to better meet the course objectives.
 Gave my students an original approach to assessments.
 It quantitatively sorted my students into a Bell Curve of three groups:
 Deficient
 High Achieving
 All ranges of students in-between.
 Personal Level:
 Technology has become my grading slave.
 Step towards a Distinguished Level
 I have more data to chime in on allocating newer and faster computers for our
department to have.

26. T H A N K YO U FO R PA R T I C I PAT I N G .
ANY QUESTIONS?
A S K O R E M A I L M E A B O U T A N Y C AV E AT S .
M A R C . R AYG O Z A @ N B E XC E L L E N C E . O R G
 7:30 – 8:30 – Superintendent’s Welcome and Keynote
 8:35 – 9:40- Session 1
 9:50 – 10:55- Session 2
 11:05 – 12:10- Session 3
 12:10 – 1:05 Lunch
 1:10 – 2:15- Session 4
 2:25 – 3:30- Session 5