This document discusses formative and summative assessment in language learning. It provides examples of formative assessments that teachers can use in the classroom, such as sharing student work videos, using stoplights to gauge understanding, and short intense speaking activities. It also includes links to additional resources on using formative assessment and examples of formative assessment projects like having students participate in a classroom green screen travel activity. The document emphasizes that formative assessment should provide clear learning targets and feedback to help students understand expectations and improve.

1. Real Life Assessment:
formative  summative
Valerie Bryant
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2. Link to Google Doc with links, videos,
files:
https://docs.google.com/open?id=0ByklBfjex97VS3ZtSEZMOUk2OXc
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3. daily informal assessment
– “points keeping” (not for grade)
– self assessment http://teach.classdojo.com/#!/launchpad
– peer assessment
http://ncme.org/default/assets/File/pdf/webinars/ncme
%20formative%20assessment%20materials.pdf
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4. extemporaneous speaking activity
Strangers on a Train
what’s the secret phrase?
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5. sample formative
assessments to try in class:
• sharing examples of student work– students watch videos of others’ dialogues
• sharing comments on work instead of grades to move learners forward
• using “stoplights” to gauge student understanding (green, red, yellow)
• activating students as owners of their own learning
• activating students as instructional resources to one another
• more listed at URL below…
• http://wikiserver.cfsd16.org/users/kimboling/weblog/e03f4/Using_Fo
rmative_Assessment_in_ForeignLanguage_Classes.html
compiled from “Bringing Formative Assessment to Life in the Language
Classroom” by Sally Warner Read and Kristy Placido in The Language
Educator, August 2012 (Vol. 7, #4, p. 50-53), no e-link
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6. Vamos a Madrid: formative
assessment
• classroom green screen project used when
studying about Spain and the places students
could go
• http://blogs.henrico.k12.va.us/21/2012/01/20/
vamos-a-madrid/
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7. from Harry Tuttle @ http://eduwithtechn.wordpress.com
• People enjoy intensity such as the intensity of a ski run, an amusement ride,
diving into a lake, a round of Jeopardy, or a Soduku puzzle.
• Students enjoy and benefit from class when we provide them with intensity of
learning. We can give them short activities that are highly focused on
critical learning. As we move our students from talking about learning to
using what they are learning, many opportunities exist for intense learning.
• In my Spanish class, I have my students do many one to two minute speaking
activities. Each activity focuses on a specific language function such as asking
for information or persuading. For example, in groups of two, one student
looks at a picture such as a people in a mall and asks his/her partner
questions while the partner answers the questions. They do not prepare for
this activity, they just dive into it. They have to combine their already learned
vocabulary and grammar from previous lessons to do this activity. After this
intense activity, they debrief by going over what they could do better next time
and then practicing to show that they can improve. This formative assessment
activity provides a intense experience for students.
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8. Kristy Placido
author, presenter and instructional coach
http://kplacido.com/
You need to look at your district’s curriculum guide and if you do not
have one, are your students taking a common assessment with
another class that is “learning” more vocab?
Personally, I do have a couple of thematic topical vocab units that
I am forced to cram onto opt to teach my students whenever I am
sharing sections of the same course with another teacher who is
heavily thematic topical. (I am a thematic teacher, however my
themes are things such as “Immigration,” and “Traveling as an
exchange student” and “living during a civil war.” We are talking here
about topics such as “adjectives, home furnishings, animals, and the
dreaded much anticipated amusement park rides unit.”)– Kristy
Placido
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9. from Kristy Placido
• Learners need a clear understanding of what they are
learning as well as why and what’s expected of them. This can
take on many forms in the classroom such as, but not limited
to: clear learning targets and shared rubrics and expectations
prior to the learning. Including students in the development of
the rubric creates even more ownership. Providing students
experiences using the rubric with sample materials
(exemplars and non-exemplars) to identify key components
can lead to a deeper understanding of the learning intentions.
• Feedback for learners can come in many forms. In keeping
with the rubric idea mentioned above, the feedback can come
from teachers, peers, or even from a larger/global learning
community. This feedback needs to be immediate. The
feedback should help students see the quality of their work
and potential suggestions for further investigation
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10. Understanding by Design or
UbD co-authored the book La hija
Carrie Toth Spanish teacher, Illinois, since 1994. In 2011 she met
Carol Gaab and Kristy Placido and has since
del sastre with Carol Gaab.
http://somewheretoshare.wordpress.com/2012/08/19/understanding-by-design /
“It seems that a lot of schools are jumping on board the backward
planning wagon… and to be honest, I am so glad! It is very daunting at
first when you see the pages and pages of information in the text and
accompanying workbook but the heart of the whole thing is this…. We
should have a concrete goal in mind for our students before we teach
even one lesson in our classroom. “
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11. from “Approaches to Learner Autonomy in
Language Learning”
by Erin Lowry
http://www.slideshare.net/irwyn12/approaches-to-learner-
autonomy-in-language-learning-presentation-786825
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12. from Erin Lowry
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13. topics for brainstorming PBAs
• family and friends
• house and home
• classes and school
• sports and leisure
• let’s eat
• stores, shopping, clothing
• people and places
• a day in the life
• media and technology
• travel and geography
• pop culture
• future plans
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