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BEST PRACTICES FOR ASSESSMENT IN THE WORLD LANGUAGE CLASSROOM CREC – New Teacher Academy Presented by Carolina Gieczewski August 24, 2011.

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Presentation on theme: "BEST PRACTICES FOR ASSESSMENT IN THE WORLD LANGUAGE CLASSROOM CREC – New Teacher Academy Presented by Carolina Gieczewski August 24, 2011."— Presentation transcript:

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2 BEST PRACTICES FOR ASSESSMENT IN THE WORLD LANGUAGE CLASSROOM CREC – New Teacher Academy Presented by Carolina Gieczewski August 24, 2011

3 W HERE TO START ? O RGANIZE YOUR CLASS WHY? Decide what you will teach = curriculum/UBD Decide how you will teach = lesson plan and activities Decide how you will grade = grading system Decide what environment you need to teach = classroom management What you will teach = curriculum/UBD

4 1. W HAT TO TEACH : U NDERSTANDING BY D ESIGN PLAN LEARNING ACTIVITIES - What do the students need to be able to reach the goals? - Plan activities tied to objectives and reflective of assessments. - Fluff DETERMINE ASSESSMENTS - How will the student show me what they can do? - Combination of quizzes, tests, performance tasks, projects. IDENTIFY GOALS (based on standards) - What do I want the students to be able to do? - Why? - Enduring understanding / Essential questions / Knowledge and skill

5 S TATE STANDARDS : THE FRAMEWORKS DOMAINSCONTENT STANDARDS COMMUNICATION How do I use another language to communicate with others? (Interpersonal Mode) How do I understand what others are trying to communicate in another language? (Interpretive Mode) How do I present information, concepts and ideas in another language in a way that is understood? (Presentational Mode) CONTENT STANDARD 1: Communication (Interpersonal Mode) How do I use another language to communicate with others? CONTENT STANDARD 2: Communication (Interpretive Mode) How do I understand what others are trying to communicate in another language? CONTENT STANDARD 3: Communication (Presentational Mode) How do I present information, concepts and ideas in another language in a way that is understood? CULTURES How do I use my understanding of culture to communicate and function appropriately in another culture? CONTENT STANDARD 4: Cultures How do I use my understanding of culture to communicate and function appropriately in another culture? CONNECTIONS How do I use my understanding of another language and culture to reinforce and expand my knowledge of other disciplines and vice versa? (Interdisciplinary Mode) How do I use my understanding of another language and culture to broaden and deepen my understanding of that language and culture and access and use information that would otherwise be unavailable to me? (Intradisciplinary Mode) CONTENT STANDARD 5: Connections (Interdisciplinary Mode) How do I use my understanding of another language and culture to reinforce and expand my knowledge of other disciplines, and vice versa? CONTENT STANDARD 6: Connections (Intradisciplinary Mode) How do I use my understanding of another language and culture to broaden and deepen my understanding of that language and culture and access and use information that would otherwise be unavailable to me? COMPARISONS AMONG LANGUAGES How do I demonstrate an understanding of the similarities, differences and interactions across languages? CONTENT STANDARD 7: Comparisons Among Languages How do I demonstrate an understanding of the similarities, differences and interactions across languages? COMPARISONS AMONG CULTURES How do I demonstrate an understanding of the similarities, differences and interactions across cultures? CONTENT STANDARD 8: Comparisons Among Cultures How do I demonstrate an understanding of the similarities, differences and interactions across cultures? COMMUNITIES How do I use my knowledge of language and culture to enrich my life and broaden my opportunities? CONTENT STANDARD 9: Communities How do I use my knowledge of language and culture to enrich my life and broaden my opportunities?

6 S TATE STANDARDS A CLOSER LOOK

7 1 A. I DENTIFY G OALS District curriculum (informed by state standards) No curriculum? State standards Enduring understanding > big picture, beyond language Essential questions > specific to the context of the unit Knowledge > content specific (grammar, vocabulary, culture) Skill > application of knowledge Why?

8 1 B. D ETERMINE A SSESSMENTS Following goals, create an assessment. Opportunity to show off No surprises Varied Examples How to write a quiz / test How to write Performance Tasks and Projects Rubrics Rubistar Languages and Children G – goal – task, goal problem, challenge, obstacles to overcome R – role – what position do you want the student to take? (Role playing) A – audience – appropriate target audience – who will benefit from this presentation? S – situation – what conditions does the student need to be aware of? P – product/performance and purpose – what will the student create? S – standards and criteria for success – who will judge the work? What is the rubric? 1C. P LAN PURPOSEFUL LEARNING ACTIVITIES

9 FROM THE TEACHING COMMUNITY WITH LOVE SAMPLE ASSESSMENTS

10 I NTERPERSONAL COMMUNICATION : SPEAKING AND WRITING : R AINBOW W ALK Summative assessment activities and rubrics Rainbow Walk: walk on coloured paper and name them with target language Peer Interviewing: what is your favourite colour? Character Writing: write character with correct stroke sequence The following criteria will show students what will be expected of them: A: Speaking and listening - message & interaction ( /8) Ideas are organized well, and are clearly articulated. Students are able to understand and answer questions asked. The content is accurate. Students are able to use patterns and grammar structures learned in class to communicate information clearly. B: Speaking – language ( /8) Students pronounce words correctly with proper tones. Statements and answers to questions are grammatically correct. D: Writing – language ( /8) The content is grammatically correct. Chinese characters are written properly and correctly. Students are able to use patterns and grammar structures learned in class to communicate information clearly.

11 Criteria A and B1-23-45-67-8 Speaking – language and interaction (Pitches and tones are pronounced correctly and able to provide correct answers when questions are asked.) It is hard to understand you because of poor tones and pitches, too many mistakes. Only very simple colours can be pronounced. You are barely able to utter the answers when questions are asked. You have several mistakes with tones and pitches that make it hard to understand you. You are able to utter basic colours, a limited range of colours are used. A few mistakes make it hard to interact when questions are asked. Your tones and pitches are pronounced correctly with a few mistakes but they do not interfere with interaction. A range of colors are pronounced with a some variety. You are able to interact when questions are asked. Your tones and pitches have few mistakes and those do not interfere with the interaction. A range of colours are pronounced with a all the variety. You are able to utter all the colours accurately when questions are asked. Criterion D1-23-45-67-8 Writing – language (Use your previous knowledge of stroke orders to write Chinese characters. Create your own coloured words and phrases using Double Bubble sheets.) The writing of Chinese characters with correct stroke order is poor with too many mistakes. The range of coloured word and phrases is very limited and repetitive and lack of creativity. The writing of Chinese characters with correct stroke order is adequate enough but with a few crucial mistakes. The range of coloured word and phrases is limited but has some variations and some creativity. The writing of Chinese characters with correct stroke order is accuate with a few mistakes but not crucial. The range of colored word and phrases is varied and has a great deal of creativity. The writing of Chinese characters with correct stroke order is perfect with no mistakes. The range of coloured word and phrases is vast and wide with a great deal of imagination and creativity.

12 P RESENTATIONAL MODE : THE 19 TH CENTURY TopicPoints Introduction to the topic – does it truly set the stage for the lesson. 10 Setting the scene in history – does the lesson provide a background context in which to understand the lesson. 10 Presenting the material – you provide thorough and accurate information on your topic. 20 Activities – you provide the class with the opportunity to practice and internalize the information. 15 Assessment – you provide the class with the opportunity to show that they have mastered the information. 15 French – you present your lesson entirely in French that is understandable and reasonably accurate; using tenses and moods appropriately. 20 Engagement – your lesson in interesting and holds the classs attention. 10

13 P RESENTATIONAL MODE : M Y SCHEDULE

14 Criterion A - Oral Communication: Message and Interaction Achievement level Level descriptor 0 The student does not reach a standard described by any of the descriptors given below. 1–2 The students communication of information is incoherent ; ideas are generally irrelevant and/or repetitive ; opinions are unsupported. The student has difficulty in responding, even in familiar situations. The student often needs prompting to encourage a response; conversation/dialogue does not flow. 3–4 The student has some difficulty in communicating information; ideas are sometimes irrelevant and/or repetitive ; some opinions are supported. The student shows understanding through responding correctly in familiar situations. The student needs occasional prompting to encourage a response, and this contributes to some lapses in the flow of conversation. 5–6 The student communicates information clearly, though there is some difficulty with more complex ideas. The students ideas are relevant but not always developed ; opinions are usually justified. The student shows understanding through responding correctly in familiar and some spontaneous situations. The student can maintain the flow of conversation, and may show some active and/or spontaneous engagement. The student needs occasional prompting but this does not disturb the flow of conversation. 7–8 The student communicates information clearly and effectively ; both simple and complex ideas are relevant and developed ; opinions are justified. The student shows understanding through responding correctly in familiar and spontaneous situations. The student contributes to the coherent flow of conversation; and is actively and spontaneously engaged. Any prompting is natural and does not disturb the flow

15 Criterion B - Oral Communication: Language Achievement level Level descriptor 0 The student does not reach a standard described by any of the descriptors given below. 1–2 The students pronunciation and/or intonation are inaccurate and consistently interfere with comprehensibility. The students range of vocabulary and structures is limited and/or is used inappropriately or incorrectly. Errors interfere frequently. 3–4 The students pronunciation and/or intonation have mistakes that sometimes interfere with comprehensibility. The student uses a basic range of vocabulary and structures, with occasional mistakes. Errors sometimes interfere. 5–6 The students pronunciation and/or intonation have occasional mistakes but these rarely interfere with comprehensibility. The student uses a range of vocabulary and structures appropriately ; and attempts to use idiom and register appropriate to the context. Errors rarely interfere. 7–8 The students pronunciation and/or intonation have occasional mistakes, but these do not interfere with comprehensibility. The student uses a wide range of vocabulary and varied structures appropriately, including idiom and register appropriate to context. Errors do not interfere.

16 I NTERPERSONAL COMMUNICATION : ORAL

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19 I NTERPERSONAL COMMUNICATION : WRITING

20 Position Essay RUBRIC 4321 Thesis Statement and Reasons Developed a strong thesis, both strongly and thoroughly supported throughout the paper by at least three well developed, specific and relevant reasons from a variety of sources. Developed a thesis, mostly supported throughout the paper by at least three well developed reasons from a variety of sources. Developed a thesis, somewhat supported throughout the paper. ' Reasons are repetitive Thesis Statement needs to be developed further or is not included in the paper. The thesis is minimally supported in the paper or a clear position is not present. Ideas can be difficult to understand Depth and Variety of Evidence Position is supported in depth with a variety of sources including specific examples from classmates' presentations. Information is relevant and supports the writers ideas. Position is supported in depth with a variety of sources. Information is relevant and supports the writers ideas. Position needs to be supported with more valid and accurate information. Some of the information may not be relevant, valid and/or does not support the thesis. Position is not supported by information. Past tenses The paragraph employs past tenses and there are 4 or fewer errors in the use and/or conjugation. The paragraph employs past tenses and there are 5-7 errors in the use and/or conjugation. The paragraph employs past tenses and there are 8-10 or fewer errors in the use and/or conjugation. The paragraph employs past tenses and there are 11 or more errors in the use and/or conjugation. Present tenses The paragraph employs present tenses and there are 4 or fewer errors in the use and/or conjugation. The paragraph employs present tenses and there are 5-7 errors in the use and/or conjugation. The paragraph employs present tenses and there are 8-10 or fewer errors in the use and/or conjugation The paragraph employs present tenses and there are 11 or more errors in the use and/or conjugation Grammar: Agreement Writer makes 4 or fewer errors in agreement. Writer makes 5 errors in agreement. Writer makes 6 errors in agreement. Writer makes more than 6 errors in agreement. Grammar: Clarity All sentences (90%) are clear, can be understood, and word order is correct. All words used are real Spanish words. Most sentences (75-89%) are clear, can be understood, and word order is correct. All words used are real Spanish words. Some sentences (60-74%) are clear, can be understood, and word order is correct. Few sentences (59%)are clear, can be understood, and word order is correct. Use of class time 3 Used time well during class. Focused on getting essay done. 2 Used time well during class. Mostly focused on getting essay done. Attention called once. 1 Used some of the time well during class. There was some focus on getting paragraph done. Attention called twice. 0 Did not use time well during class. Did not focus on getting paragraph done. Attention called more than twice. Estudiante _______________________________Ensayo _____/24 = ________ % Uso del tiempo _____ /3 = _____ %

21 C ULTURE AND CONNECTIONS FERIA DEL INCA OBJETIVO Crear un artefacto incaico y presentarlo en la Feria del Inca 1. Rol: eres un artista incaico, puedes tener un colega 2. Situación: exhibición de artefactos en la Feria del Inca 3. Audiencia: estudiantes, actuando como público y artistas 4. Productos: 1. Artefacto incaico (cerámica, joyas, ropa, teatro, música, …) 2. Descripción escrita de tu artefacto (narración, póster, powerpoint, …) 3. Entrevista con una reportera 5. Estándares: 1. Rúbrica para artefactos e información 2. Rúbrica Oral 6. Cuándo: 1. Jueves y viernes: preparación 2. Lunes: feria FERIA del inca

22 CATEGORIA 4321 Diseño ¡Doble puntaje! El producto y la información son excepcionalmente atractivos y creativos en cuanto a diseño, organización y prolijidad; la información se entiende a 2 metros de distancia; uso de diferentes materiales; el esfuerzo es evidente: el trabajo fue hecho con orgullo. El producto y la información son atractivos en cuanto a diseño, organización y prolijidad; la información se entiende a 1 metro de distancia; el esfuerzo es evidente. El producto y la información son atractivos en cuanto a diseño, organización y prolijidad; la información se entiende a 1/2 metro de distancia. El producto y la información son pobres o desprolijos; no son atractivos. El trabajo no fue hecho con orgullo. Información La información incluye todos los elementos de manera completa, relevante y fascinante (no leimou): 1.¿Cómo era la civilización Inca antes de la llegada de los españoles? 2.¿Cómo es la civilización Inca actualmente? 3.Datos interesantes sobre los Incas (5); 4.Nombre y tipo del artefacto que creaste; 5.¿Por qué creaste este artefacto? 6.Materiales que usaste; 7.Conexión entre tu artefacto y la cultura incaica. La información incluye todos los elementos de la columna 4, pero la información no es ni completa ni fascinante (un poco leimou). La información incluye 6-5 de los elementos de la columna 4. La información incluye menos de 5 de los elementos de la columna 4. Tiempos del pasado -Uso y conjugación La información esta dada usando pretérito e imperfecto (>80% de las oraciones) correctamente (>90%) La información esta dada usando pretérito e imperfecto (>80%) correctamente en la mayoría de los casos (80-89%) La información esta dada usando pretérito e imperfecto (>80%) correctamente ocasionalmente (70-79%) La información esta dada usando pretérito e imperfecto (>80%) correctamente raramente (<69%) Gramática y ortografía La información contiene 0-2 errores de ortografía o gramática La información contiene 3-4 errores de ortografía o gramática La información no contiene 5-6 errores de ortografía o gramática La información no contiene más de 6 errores de ortografía o gramática Uso del tiempoBuen uso del tiempo. Se concentró en completar el trabajo y no molestó a nadie. Buen uso del tiempo. Mayormente se concentró en completar el trabajo y no molestó a nadie. Recibió un llamado de atención. Buen uso del tiempo. Ocasionalmente se concentró en completar el trabajo y no molestó a nadie. Recibió dos llamados de atención. Desperdicio del tiempo. Se concentró mínimamente en completar el trabajo. Molestó a otros estudiantes. Recibió más de dos llamados de atención. No tener artefacto o información = 0 puntos FERIA del INCA ~ RUBRICA PARA ARTEFACTOS E INFORMACIÓN Estudiante:____________ ______ /24=_______% ESP. III – Sra. Gieczewski

23 C ULTURE AND CONNECTIONS

24 TPR Lisa Showers (Grade 7, French)

25 S TANDARDIZED ASSESSMENTS Criterion Referenced Test (CRT) Design Placement test Reading test SLAP: Spanish Language Assessment Procedures assess receptive and expressive language skills (E) Norm Referenced Test (NRT) SAT, ACT Aprenda 3: Spanish test of Reading and Math

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27 Assessment: CT SDE -World Language www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320936www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320936 Trace Maps (translates standards into objectives and classroom practices) www.sde.ct.gov/sde/cwp/view.asp?a=2618&Q=320990 www.sde.ct.gov/sde/cwp/view.asp?a=2618&Q=320990 Program Development Guide www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320992 World Language Assessment by Education Communications Board (WI): www.ecb.org/worldlanguageassessment/index.htm. Professional development materials on assessment. www.ecb.org/worldlanguageassessment/index.htm Education Resources Information Center: www.eric.ed.gov. Online digital library of education research and information.www.eric.ed.gov Languages and Children--Making the Match: New Languages for Young Learners, Grades K-8, by Helena Curtain and Carol Ann Dahlberg. Strategies and activities to use in the k-8 classroom. A collection of performance tasks and rubrics: Foreign Languages, by Deborah Blaz. Exactly what the title states. Very useful. Create your own rubrics or use someone elses at Rubistar: http://rubistar.4teachers.org/http://rubistar.4teachers.org/ Principles and Practices in Second Language Acquisition, by Stephen D. Krashen, www.sdkrashen.com/Principles_and_Practice/index.html www.sdkrashen.com/Principles_and_Practice/index.html Center for Applied Linguistics – testing and assessment information and products at www.cal.org/topics/ta/ Spanish www.colby.edu/~bknelson/SLC/ presents grammar in contextual units, excellent activities, technology based, geared for intermediate to advanced. www.colby.edu/~bknelson/SLC/ www.drlemon.com/index.html. Dr Lemon is a college teacher with a great website. Her Grammar notes are divided into Grammar Basics, Verbs, and Vocabulary, spanning most of what you will need. Practice and self grading included! www.drlemon.com/index.html. Dr Lemon is a college teacher with a great website. www.iteachspanish2.com/Spanish_for_Teachers/Bienvenidos.html: a topical list of ideas and activities, geared for beginner level. www.iteachspanish2.com/Spanish_for_Teachers/Bienvenidos.html www.bbc.co.uk/languages/spanish/ Chockfull of high quality materials for teachers and students: practice activities, videos, music, readings, listening activities, self-evaluation tools and comprehensive courses. Chinese, French and other languages too www.bbc.co.uk/languages/spanish/ O THER RESOURCES


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